Jennifer Oehler's Portfolio 2015

1) blah blah blah 2) blah blah blah 1) blah blah blah 2) blah blah blah 1) blah blah blah 2) blah blah blah

design and photography portfolio

Jennifer Oehler

About me

My name is Jen, and I’m a designer and photographer. I’m also passionate about image editing, interactive design and social media.

I keep a close eye on the details while understanding the bigger picture.

I enjoy designing in all kinds of styles, from scratch or within brand guidelines. With my photography, I aim to convey the atmosphere of events and places, and to capture people’s most sincere interactions.

I’m always learning new things, always striving to improve. I’m currently finishing my certificate in Photography.

Jennifer Oehler604-345-5440www.jenniferoehler.comwww.jenniferoehlerphotography.com

Print and Web Design

Langara College Academic Plan, cover graphic

Academic Plan2014 – 2019

8Langara College | 2014 - 2019 Academic Plan

Our vision is to be the leading college in Canada.

We will achieve this vision by:

• Encouraging innovation and creativity

• Offering unique and relevant university-transfer and career courses and programs at the certificate, diploma, degree, and post-degree levels

• Ensuring relevance and currency in the curriculum through the ongoing development and review of our programs and courses

• Enhancing support for excellence in learning and teaching

Where we are going.

Our success will be evident from the high levels

of engagement of our students, faculty, and staff.

Our graduates and transfer students will be well

prepared to succeed in their careers and continuing

education. We will continue to grow and to build on

our solid reputation with students, graduates, transfer

institutions, employers, and community partners.

Photos used in Langara College Academic Plan

Langara is a unique community with a broad

range of academic and career programming. Our

reputation is built on excellence in teaching. We

are proud of our well-established reputation for

providing students with the knowledge, skills, and

abilities to achieve their goals, and we are dedicated

to engaging students in learning and providing them

with the foundation to succeed, whatever their

future path.

We teach students how to learn and provide them

with opportunities to engage critically with the

world around them. We embrace and celebrate the

diversity of our community by welcoming students

from many backgrounds.

We have dedicated faculty who offer outstanding

learning opportunities and committed staff who

provide exceptional support and guidance, inside

and outside the classroom.

Together, we generate the energy and provide the

expertise to encourage students to succeed.

We value:

• Our students and their success. This is a responsibility shared by all members of the College community

• Excellence in learning and teaching

• Innovation and creativity in supporting and teaching our students

• Accessible, high-quality, flexible pathways to enable students to achieve their academic and career goals

• Social and cultural opportunities that shape students into globally aware citizens

• A culture of acceptance and inclusion of all persons

• Integrity, transparency, and collaboration

Who we are. What we believe in.

7 Langara College | 2014 - 2019 Academic Plan

11 Langara College | 2014 - 2019 Academic Plan

How we engage our students in learning is critical

to their success. Using our extensive experience in

different learning and teaching approaches, combined

with best practices, we will:

1.1 Promote and support innovation and quality in teaching and curriculum design.

Objectives: Define and celebrate best practices

in teaching and curriculum design; promote,

support, and expand the work of the Teaching and

Curriculum Development Centre; develop new

academic offerings that capitalize on institutional

strengths.

1.2 Advance the application of innovative technologies that support learning and teaching.

Objective: Develop a comprehensive strategy for

technology to support learning and delivery.

1.3 Maintain and expand experiential education opportunities. These include work-integrated, lab, and field-based learning opportunities, service learning, and applied research.

Objectives: Identify best practices internally

and externally; promote, develop, and celebrate

success in these innovative learning options;

encourage and support curriculum outcomes that

reflect a commitment to experiential education.

Learning and teaching.PRIORITY ONE

Share your spirit.

Langara is your college of higher learning. The sky’s the limit. Countless rewarding experiences and achievements are ahead of you. We invite you to get involved on campus and indulge in student life. Share your spirit. A huge thank you to all the new faces of Langara who volunteered to model our Spirit Gear - We love your style!

from Left to rigHtLangara Hoodies $23.75 - $49.99

Langara ECE T-Shirt for Early Childhood Education $9.99

Langara Hat $10.75

Langara T-Shirt $9.49

Langara Basic Cotton Shorts $15.75

Langara Sweat Pants $22.99

Langara School of Nursing Hoodie $30.99

Adscope 603 Series Stethoscope $68.75

See in-store for more limited edition Spirit Gear.

Available in-store or online at www.langara.bc.ca/bookstore.

onLine onLy: enter Coupon CoDe spirit14 at CHeCkout for 10% off a purCHase of $50 or more Before taxes.

Our students were good sports about

wearing fall clothes in the heat of summer!

Langara Bookstore Spirit Gear brochure, design and photography. Langara Bookstore web slider, photo.

Photography guidelinesREVISED: 111112/JO

- 9 -

Black and white vs. colour

Photo focuses on the environment rather than on people.

Student is the focus of the photo.

Photo shows people but is not focused on anyone specific.

Specific people are the focus of the photo. Students’ expressions are clear, students are the focus of the photo.

COLOUR

BLACK AND WHITE

Photo is of an inanimate object.

Depending on the content of the

photo, it will be printed in either

black and white or colour.

BLACK AND WHITE

• Shots where people are the focal point should be in black and white.

• Portraits are always black and white.

COLOUR

• Shots that focus on the environment or atmosphere should be in colour.

• Inanimate objects should be in colour.

• Photos of animals can be in colour.

Does the photo contain people?

Can you clearly see anyone’s expression?

Are one or more people the focal point?

YESNO

NO YES

YESNO

STILL NOT SURE?Use this flow chart

to determine if a photo should be

colour or black and white.

If you are still unsure please ask your C&M liaison.

COLOUR

CONTINUE

B & W

- 3 -

“Conversations as well as lectures.”

Students who are sincerely interested

in what they are learning, engaged in

conversations with their peers and

instructors, and involved in hands-on

learning when appropriate.

General look and feelENGAGED

Students are alert and engaged.

Students look bored, sleepy, uninterested.

Recently used supplies that suggest a recent interaction.

Drab, uninviting classroom.

Students interacting, movement suggested by motion blurs.

• Interactions between students and faculty.

• Interactions between students.

• Interactions between students and their work or study.

• Implied interactions, such as recently vacated classrooms, recently used supplies.

• Avoid drab classrooms and outdoor night shots.

USE

DO NOT USELangara College Photography Guidelines document, content (excluding photos) and layout

- 4 -

Embrace the diversity of our students

and the wide variety of programs and

courses Langara offers.

General look and feelDIVERSE

• Mix of male and female students, different shapes and sizes.

• Variety of ethnic backgrounds.

• Variety of ages (on average, regular students are younger

than Continuing Studies students).

• Find diversity rather than create diversity.

• Varied student interests and activities.

• Representation of different programs and subjects.

Diversity of students occurs naturally.

Diversity is staged.

Students showcase unique styles.

Student shown as a stereotype.

Photos from a range of subjects.

Acting students posing as chemistry

students.

USE

DO NOT USE

- 2 -

“Students instead of numbers”

As with social media, our current

demographic is more influenced by

their peers than they are by authority

figures. They are quickly put off by

anything that does not seem authentic.

General look and feelGENUINE

Genuine expression.

Over-the-top expression.

Students are engaged in natural conversation.

Staff posing as students. Subject is wearing a recognisable clothing brand.

• Ensure that photos look candid. Avoid eye contact with camera (portraits are the exception).

• Use photos of groups interacting rather than posed group shots.

• Use real students. Never use stock photos of students.

• Avoid staff members posing as students.

• Casual, but tidy dress (avoid torn jeans, cleavage).

• Avoid labels and recognizable brands (clothing, food and drink, electronics, etc.).

• Genuine expressions.

• Moderate the use of school clichés such as backpacks and binders, as well as students using cell phones, computers and other technology (technology gets dated quickly and could come across as product placement if it is a recognizable brand).

USE

DO NOT USE

Philosophers’ Jam, marketing material design and layout (posters, pamphlet, signage, tear sheets)

THE CASE FOR MEDICALLY ASSISTED DYING IN CANADAThursday, February 28, 7:00 pmSpeaker: Wanda Morris

In this session Wanda Morris speaks about the case for legalizing medically assisted dying in Canada. What are the philosophical arguments for and against individual choice in dying? What is the experience in jurisdictions that have legislated end-of-life choice? Is it necessary? Is it safe?

FREE evening sessions held in Faculty & Staff Dining Lounge. Light refreshments served. Everyone welcome.

Learn more. www.langara.bc.ca/philosophers-jam

A matter of life and death.SPRING 2013 PHILOSOPHERS’ JAM DIALOGUE SERIES

UPCOMING JAMThursday, November 20, 7:00 pmDo Colleges Have Academic Freedom?Speaker: Dr. Lane Tro� er

There has been substantial discussion, research, and debate about the role of academic freedom within higher education, primarily centered on the university model. Not as well documented or understood is the issue of academic freedom within Canadian colleges and institutes. This session will look at the current state of academic freedom in colleges versus universities.

Debate current issues, share ideas, and add your voice to the larger conversation.

Provocateurs wanted.FALL 2014 PHILOSOPHERS’ JAM DIALOGUE SERIES

TAKE ONE





TAKE ONE





TAKE ONE





TAKE ONE

This project won a 2012 NCMP R Silver Medallion Award for design and event marketing based on cohesive design and supporting collateral.

Philosophers’ Jam SPRING 2015 SESSIONS

Can ancient ideas make us happy?

THURSDAY, JANUARY 15, 7:00 PM

Speaker: Michael Griffin

Ancient Greek philosophers claimed to

help people live happier, more meaningful

lives. In this discussion, we’ll explore

this claim from the standpoint of ancient

and modern scientific perspectives on

happiness, ranging from Socrates’ self-

examination to the Stoics’ exercises for

achieving concentration, mindfulness,

and cosmopolitan compassion. Do

any of the ancient Greeks’ ideas and

techniques make a practical difference

to our lives today? What’s been lost

and gained since antiquity?

Tough choices: philosophy meets medicine

THURSDAY, FEBRUARY 19, 7:00 PM

Speakers: Dale Beyerstein & Mary Kruger

Medicine gives us wonderful cases against

which we can test our moral theories. And

the decisions made by clinicians about

what is right in the circumstances have

serious consequences – sometimes life and

death – for the people involved. Tonight you

will be part of the clinical team that faces

some tough choices, and you will decide

what to do; and, more importantly, why.

You may already be an anarchist!

THURSDAY, MARCH 19, 7:00 PM

Speaker: Edrie Sobstyl

The public image of anarchism in the

21st century isn’t much different than

what it was in the 19th century – violent,

dangerous, maybe directionless, almost

certainly too utopian. What function does

this public image play in our contemporary

understanding of anarchism? Could it be

that anarchy isn’t what we’ve been led to

believe it is? In this session, we’ll examine

the origins and goals of anarchism, look

at the diversity of views within anarchist

movements, and try to pinpoint what (if

anything) unites anarchists of all stripes.

SELECTION OF PAST JAM TOPICS:

• Aboriginal people and justice

• Academic freedom

• Comedy

• Fairness

• Gun control

• International aid/dependency

• Liberty

• Medically assisted dying

• Mental illness

• Metaphysics of love

• Privacy

• Prostitution in Canada

• Transhumanism

• Utopia

Michael Griffin is Assistant Professor of

Classics and Philosophy at the University

of British Columbia (UBC). He holds a

D.Phil and M.Phil. from the University of

Oxford, where his research focused on

ancient Greek and Roman philosophy and

education.

Dale Beyerstein is Chair of the Langara

Philosophy Department and was the

consultant to the Ethics Consult Committee

of Riverview Hospital..

Dr. Mary Kruger teaches in Langara’s

Nursing Department, and has been involved

in many other aspects of nursing education

in British Columbia.

Edrie Sobstyl holds a PhD in epistemology

and philosophy of science from the

University of Alberta. She has taught

philosophy in Alberta, Texas and Oregon,

and is now an instructor in the Department

of Philosophy & Humanities at Douglas

College, where she is also chair of the

Research Ethics Board. Edrie has published

in Anarchist Studies, hypatia, and numerous

anthologies of feminist philosophy and

cultural studies.

IN MEMORY OF

JOHNNA FISCHER

In 2014 our Philosophy Department

lost a valued colleague to cancer.

Johnna was highly regarded at

Langara and at UBC. She hosted a

memorable Jam on gun control in

2012, and to recognize her support

of public dialogue and debate,

this year’s Philosophers’ Jams are

dedicated to Johnna.

Continuing Studies Accounting elevator door ad, design and select photos

This project won a 2012 NCMP R Silver Medallion Award for design and event marketing based on cohesive design and supporting collateral.

Langara College Continuing Studies Catalogue Summer 2011, redesign and layout

LANGARA COLLEGE CONTINUING STUDIES

WWW.LANGARA.BC.CA/CONTINUING-STUDIES 604.323.5322 SUMMER 2011

Certified General Accountants (CGA)

PROFESSIONAL ACCOUNTING CERTIFICATEThe Professional Accounting Certificate Program helps you develop the knowledge and skills required to effectively communicate, manage, and lead in today’s business environment.

Upon completion of this program students will have fulfilled Levels 1, 2, and 3 of the Certified General Accountants (CGA) program and will be in an excellent position to compete for accounting-related management positions and/or pursue further studies, including Langara College’s Advanced Accounting Certificate (level 4 courses) and CGA’s partnership degree programs.

Courses are recognized by the Certified General Accountants Association of British Columbia. For more details, visit www.cga-bc.org. Some courses are also recognized by Certified Management Accountants of BC (www.cmabc.com.) and CA School of Business (www.casb.com).

Required Courses (514 hours, 51.4 CEUs):Business Case 1 (16 hours, 1.6 CEUs)

·

·

·

·

·

·

·

·

·

·

· Management Communications (36 hours, 3.6 CEUS) · Management Information Systems (39 hours, 3.9 CEUs) · Quantitative Methods 1 (39 hours, 3.9 CEUs)

Certificate Requirements

Courses may be taken individually as long as individual course prerequisites have been met. Students completing the certificate do not need to apply to the program as registration is by course. Students who have completed previous course work and would like to have the courses approved for prerequisites or exemptions towards the certificate must provide documents in the form of official transcripts before registration along with the Exemption/Prerequisite Approval Form.

Upon successful completion of all the required courses with a minimum C+ grade, for each course, students will need to complete an Application for Graduation Form. All requirements must be completed within five years of starting the program.

Transcripts for CGA creditsIn order to receive exemptions by CGA, students will need to send official transcripts to the Certified General Accountants Association of British Columbia. To request official transcripts, students must complete the Official Transcript Request Form.

For more information, call Phuoi-Linh To at 604 323 5982 or e-mail [email protected]

Infosessions

Program Costs

Application Deadline

CGA Level 3 Completion(Professional Accounting Certificate or

equivalent)

CGA Level 4 Completion(Advanced Accounting Certificate or

equivalent)

CGA Degree Options (Only if students don’t have a degree)

OrPACE Level Course and Work Experience

Certified General Accountant Designation

FINANCIAL ACCOUNTING 1 - PART 1This introductory course in financial accounting reviews the accounting cycle and the preparation of financial statements. Topics include: accounting concepts, recording transactions, adjusting accounts, preparing statements and completing the accounting cycle, accounting for merchandising activities, and inventories and special journals.

$595 3.9CEUs/ILUs(60448) 13eve-ThMay19-1830-2130

FINANCIAL ACCOUNTING 1 - PART 2Topics include: internal controls and accounting for cash, temporary investments, and receivables; capital assets; current and long-term liabilities; accounting for partnerships and corporations; cash flow statements; and conceptual framework of accounting.

Prerequisites: Financial Accounting 1 - Part 1 or equivalent.

$595 3.9 CEUs/ILUs(60449) 13 eve - Tu May 17 - 1830-2130

BUSINESS COMMUNICATIONSThis course introduces the fundamentals of interpersonal and group interaction including written, verbal, and non-verbal communication. We look at options in presentation preparation and delivery techniques, awareness of tone, consideration of audience, and selection of indirect and direct message organization.

Note: Completion of this course along with Management Communications will provide CM1 & Public Speaking exemption from CGA.

$395 3.6 CEUs/ILUs(60451) 6 day - Sa May 07 - 0900-1600 (60450) 12 eve - We May 18 - 1830-2130 (60452) 6 day - Sa Jun 25 - 0900-1600

MANAGEMENT COMMUNICATIONSTake your communication skills to the next level. Learn the techniques of writing documentation and procedures both clearly and effectively. Learn to deliver brief business presentations for today’s supervisory role. This course takes an in-depth approach to writing report conventions and documenting sources, as well as writing summaries, reports, instructions, and procedures.

Prerequisites: Business Communications - GBSC 1004.

$395 3.6 CEUs/ILUs(60453) 6 day - Sa May 07 - 0900-1600 (60454) 6 day - Sa Jun 25 - 0900-1600

PUBLIC SPEAKINGLearn to deliver brief business presentations that are commonplace in a supervisory role. Students will learn to develop oral communication skills in a mutually supportive and interactive environment. This course will help students become more confident in speaking in public.

Note: Students can take this course to receive Public Speaking completion for the CGA program if the Communication requirement has been accepted by CGA.

$269(60481) 8 eve - Mo Jun 06 - 1830-2130

BUSINESS LAW IN CANADAGain knowledge about the legal aspects of doing business in Canada. Topics include the Canadian legal system, statutory and common law principles; contract law; tort (negligence) law; public and private company law; commercial law; banking law; debtor-creditor relations; agency theory; real and personal property law; and intellectual property law. Apply legal principles and analysis to everyday challenges faced by Canadian businesses.

Note: Eligible for CGA transfer credit

$395 3.6 CEUs/ILUs(60455) 13 eve - Th May 12 - 1830-2130 (60456) 10 mng - Sa May 14 - 0930-1230

ECONOMICS - MICRO & MACROThis is an introduction to the issues, concepts, and theories of micro and macroeconomics. This course provides practice in applying economic reasoning to decision-making and forecasting problems in business, industry, and government.

$595 3.9CEUs/ILUs(60457) 14eve-TuMay10-1830-2130

FINANCIAL ACCOUNTING 2The course focuses on the asset side of the balance sheet. The first part of the course covers financial reporting and accounting concepts, income statement and balance sheet presentation, the cash flow statement, and revenue and expense recognition. The second half of the course covers current monetary balances, inventory and cost of goods sold, temporary and long-term investments, and capital assets.

Prerequisites: Financial Accounting 1- Part 1 and Part 2 or equivalent.

$595 3.9 CEUs/ILUs(60458) 13 eve - We May 11 - 1830-2130

FINANCIAL ACCOUNTING 3This intermediate financial accounting course emphasizes liabilities and equities. Topics include: legal and financial aspects of partnerships and corporations; current and long-term liabilities; shareholders; equity; complex debt and equity instruments; leases; accounting for income taxes; pension and other post-employment benefits; accounting changes; cash flow statement; and the analysis of financial statements.

Prerequisites: Financial Accounting 2 or equivalent.

$595 3.9 CEUs/ILUs(60459) 13 eve - We May 18 - 1830-2130

PLAN FOR A BRIGHTER FUTURELearn more. Check out the Personal Investment Planning program area on page XX.

50Finance & Accounting 51

Management Accounting 1 (39 hours, 3.9 CEUs)

Business Communications (36 hours, 3.6 CEUs)Business Law in Canada (36 hours, 3.6 CEUs)Economics - Micro & Macro (39 hours, 3.9 CEUs)Finance 1 - Part 1 (39 hours, 3.9 CEUs)Finance 1 - Part 2 (39 hours, 3.9 CEUs)Financial Accounting 1 - Part 1 (39 hours, 3.9 CEUs)Financial Accounting 1 - Part 2 (39 hours, 3.9 CEUs)Financial Accounting 2 (39 hours, 3.9 CEUs)Financial Accounting 3 (39 hours, 3.9 CEUs)

LANGARA COLLEGE CONTINUING STUDIES

WWW.LANGARA.BC.CA/CONTINUING-STUDIES 604.323.5322 SUMMER 2011

Health & Human Services

36 CRANIAL SACRAL THERAPY

36 Cranial Sacral Therapy Certificate

37 EXPRESSIVE ARTS THERAPY

37 Expressive Arts Therapy Certificate

38 INTEGRATIVE ENERGY HEALING

38 Integrative Energy Healing

Practitioner Certificate

38 Advanced Integrative Energy

Healing Practitioner

40 South India Internship

41 SHIATSU THERAPY

41 Shiatsu Therapy Certificate

41 SPA 41 Spa Therapy & Holistic

Massage Certificate

43 Holistic Aromatherapy Program

43 Spa the Thai Way

43 HEALTH CARE PROFESSIONALS

43 Medical Esthetics Certificate

43 YOGA 44 Yoga Teacher Training Certificate

44 India Yoga Studies & Retreat

45 Advanced Yoga Teacher Certificate

47 Yoga - All Levels

47 FASHION & IMAGE

47 Image Consultant Certificate

50 Fashion & Image

50 ANATOMY & PHYSIOLOGY

51 HOLISTIC HEALING & SKILLS

55 Wholistic Nutrition

55 SAFETY & TRAINING

56 SPORTS SCIENCE & COACHING

57 PET WELLNESS

The programs offered are designed to enhance and complement the

careers of professionals working in the field of humanities: health

care providers, educators, social workers, counsellors, and massage

therapists, as well as others interested in physical and spiritual

well-being.

Timing of courses is designed to accommodate professional and

personal schedules with most classroom instruction occurring on

evenings and/or weekends.

For more information, visit www.langara.bc.ca/cs

ADVISORY BOARD

· Valerie Dunsterville, Chairperson - Retired Dean of Student and

Educational Support Services, Langara College

· Dr. Ernest Ho - UniHealth Therapeutic Centre

· Lois Ross RN, CHTP - Private Practice

· Dr. Heather Fay - Family Physician

· Sheila Stickney RN, MSN - Retired, Vancouver Community College

· Doug Soo - Dean, Continuing Studies, Langara College

· Ruth Lamb RN, PhD - Past Manager Holistic Health, Consultant,

Integral Health Care

· Nicole Preston, Bed - Graduate IEH Program

· Giselle Rodgers RN - BScN, MBA Leadership

62

Langara College brochure, template layoutLangara Colllege Lecture Series brochure, layout and slogan

I wish to m

ake my contribution by:

Cheque or post-dated cheques payable to Langara C

ollege enclosed.

Pre-authorized D

ebit Plan. P

lease send authorization forms for m

y signature.

Credit C

ard Num

ber: ___________________________________________ E

xpiry Date: _____ / _____ Signature: _____________________________________

Please send this form

by mail to:

College A

dvancement,

Langara, 100 West 49th A

ve., Vancouver, B.C

. V5Y 2Z

6. For further inform

ation call (604) 323-5674.

Engage in a series of ideas.LANGARA COLLEGE COMMUNITY LECTURE SERIES

Wednesdays at noon Vancouver Public Library www.vpl.ca Presented by Langara College www.langara.bc.ca

Enclosed is m

y gift of : $ _________________________________________

Direct this m

oney towards: ______________________________________

Nam

e: _________________________________________________________ A

ddress: _______________________________________________________ Postal C

ode: _____________ Phone: ______________________________

E-m

ail: _________________________________________________________Signature: ______________________________________________________I w

ish to be recognized as follows: ____________________________________

I wish to rem

ain anonymous.

I am a graduate of Langara.

I am a form

er employee of Langara.

I would like inform

ation about giving through my estate plans.

YES! I w

ould like to support Langara College.

About LAngArA CoLLegeLocated in Vancouver, BC, Canada, Langara provides

University, Career, and Continuing Studies programs

and courses to more than 20,000 students annually. Our

academic breadth and depth allows you to choose your

own educational path. We offer a choice of three bachelor’s

degrees as well as a variety of associate degrees, diplomas,

certificates, post-graduate certificates, and citations. We are Langara, the college of higher learning.

www.langara.bc.ca

ContACt usLangara College 100 West 49th Avenue Vancouver, BC Canada V5Y 2Z6

For generAL inFormAtionRegistrar’s Office (Admissions): 604 323 5241 Info Line: 604.323.5686/Fax: 604 323 5555 International Education: 604 323 5023 Continuing Studies: 604 323 5322

LAngArA CoLLege Admission requirementsLangara believes in accessible education and only requires the following for admission:

• Completion of BC Grade 12 (or equivalent) or be 19 years of age (or older)

• Canadian citizenship or permanent resident (landed immigrant) status. International students should contact the International Education Department for admissions information

• English language proficiency sufficient to support college-level studies

For additional admissions information, contact the Registrar’s Office or visit www.langara.bc.ca

generAL Admission inFormAtionLangara starts accepting applications 11 months prior to the start of each term. Apply early as registration times and dates for Arts and Science programs are determined by application date.

To apply, go to www.langara.bc.ca or pick up an Application form in the Registrar’s Office or the Counselling Department.

www.langara.bc.ca

Early ChildhoodEducationeArLY CHiLdHood eduCAtion dePArtment

The Early Childhood Education programs at Langara College prepare students for careers as early childhood educators to work in a variety of settings with children from birth to six years of age.

tHe eArLY CHiLdHood eduCAtion diPLomA ProgrAmThis program prepares graduates for employment in early childhood centres licensed by the regional health authority. This is a 12-month, three-consecutive term, full-time day program. Students may begin in September or January. The program encourages the development of knowledge, skills, compassion, and ethical practices needed for students to work with children, their families, and the community in the care and education of young children.

tHe eArLY CHiLdHood eduCAtion: sPeCiAL eduCAtion Post bAsiC CitAtion ProgrAmThis program is suited to Early Childhood Educators who already hold a diploma or certificate and want to further their education to work in inclusive early childhood settings. The program gives graduates the knowledge and skills to work with children, who require additional support, and their families. Upon successful completion of the program, graduates will meet the criteria for the Early Childhood Education Registry’s Early Childhood Educator, Special Needs credential. The program is offered on a part-time basis in the evenings.

Early Childhood Education

eArLY CHiLdHood eduCAtionThe Early Childhood Education programs at Langara are well-recognized and respected throughout British Columbia.

Our programs prepare students for a fulfilling career in the exciting and growing field of early care and learning. The program offers a blend of academic studies and hands-on experience in licensed childcare centres. The curriculum supports the development of reflective practice and critical thinking skills, which are essential to providing high quality child care.

brochure ECE .indd 1 27/01/11 5:29 PM

Elf on the Shelf poster, design, image manipulation

Elf on the Shelf.12 DAYS OF HOLIDAY GIVEAWAYS

Ollie the Elf has arrived on campus to watch over you while you study for exams! From Dec 1-12, follow us on social media for daily hints on where Ollie is hiding. The first person to find Ollie the Elf and return him safely to The Hub wins that day’s prize!

#LangaraElf

WANTED

BC Children’s Art & Literacy Centre: logo and business card designEat Clean Menus: business card design, logo design and layout

&

Debbie TobinFounder/Chair

BC Children’s Art

& Literacy Centre

316 - 2268 Redbud Lane

Vancouver, BC V6K 4S6

604.788.4120

[email protected]

BC horiz-noURL.indd 1

10/26/2009 6:49:53 PM

Photography in Publications

Photos used in Langara Continuing Studies catalogues.

For more photos, please visit www.jenniferoehlerphotography.com

Photos used in Convocation Guide 2014

Foundation Report, photo. Langara PLUS, photo.Employee handbook, photo.

5

Approximately 800 employees (full-time equivalent)

work at Langara. The total employee count, which

includes part-time and casual employees, is

approximately 1,000.

Total Employee Head Count

Faculty Support Staff

Continuing StudiesAdministrators

Our employees.

We are a public post-secondary institution. The majority of our

employees are represented by the Langara Faculty Association

(LFA), Canadian Union of Public Employee’s Local 15 - Vancouver

Municipal, Education and Community Workers (CUPE), British

Columbia Nurses’ Union (BCNU), or the Langara College

Administrator Association (LCAA).

We are committed to enhancing our diverse workforce.

48% 31%

12% 9%

Langara College website, background texture photography

Photos used in Homestay Orientation Booklet

3

given a full month’s notice but would be given as much notice as

possible It is important to remember that Langara College reserves

the right to move a student without notice or investigation if

a situation is unsatisfactory or if problems cannot be resolved

between family and student When a student is moved, the family

may be required to refund a portion of the homestay fee or not

receive a final fee payment

Entertainment and transportation costs are not covered by the

monthly fee and students must pay for their own expenses If a family

wants to go out and take the student along, they should tell him/her

beforehand if he/she will be expected to pay for him/herself

TAKING THE BUS Bus routes and schedules should be explained to the student because

hosts are not expected to drive him/her around town Remember to

check the Translink “Trip Planner” website to help the student plan

the bus route to and from school and other destinations Remember

that the student is eligible to purchase a “Student Concession Bus

Pass” for a reduced rate and should not purchase an adult bus pass

or tickets

SCHOOLIt is important that you take an interest in your student’s school

work and daily activities Feel free to attend a parent/teacher

meeting if requested Please note that the student’s parents have

signed a blanket letter of permission for the school board, giving

their son/daughter permission to attend field trips You may sign

field trip permission forms to acknowledge that you are aware

of the planned daytrip or event and that the student will be

missing classes You may also write on the form that he/she is an

international student and that the parents have signed a letter of

permission that is on file at the school board Report cards are also

sent to parents and custodians

ISSUES AT SCHOOLAlthough most students attend school regularly and do well in

class, some students have difficulty adjusting to their new academic

environment The following are the most common problems:

• Student is late for class

• Student misses class

• Student does not do well in class

• Student has a conflict with another student

• Student has difficulty adjusting to life in the new school

It is important to note that there is an international contact person/

liaison at each school who provides support and counselling to

international students If you are concerned that your student is

missing school, is frequently late, is having difficulty at school, or

there is a noticeable change in his/her routine or behaviour, please

contact the international contact person/liaison at your student’s

school to let him/her know what is happening That person will

provide advice about the best way to handle the situation In most

cases, the student will be required to meet with a school board

representative so that the issue can be discussed and agreement

reached as to how the matter can be resolved

If a serious problem arises and the school board decides (after

exhausting problem-solving measures with the student) that the

student will be withdrawn from the school board program, the

student will also be required to leave the host home During this

process, the family will be kept informed of such discussions and of

any decision to remove the student from the program

GOING OUTYour student must keep you advised of his/her plans If he/she

is not coming home for dinner, this should be arranged with you

beforehand You should know where the student is going, with

whom, and what time he/she will come home Please ask your

student for the names and contact numbers of his/her friends

Discuss the planned activity and remind your student that he/she is

expected home by the following times:

Curfews: 13 years old | 8:00 pm

14-15 years old | 9:00 pm

16-17 years old | 10:00 pm

18 years & older | 11:00 pm

If your student asks for permission to come home after the curfew,

this should not be allowed unless the students’ parents have given

written permission for this to happen, the Langara homestay

coordinator has been informed of the arrangement, and the student

has made arrangements to get home safely

If your student breaks the curfew, you must speak to him/her

to find out what happened and to let him/her know that this is

unacceptable Please also inform the homestay coordinator as he/

she may need to speak to the student to emphasize curfew times and

ensure that the student agrees to respect the curfews in the future

Sleep-Overs:Students cannot stay out overnight unless they are with someone

known to and approved of by their parents In such cases, the

student’s parents must provide the host family and Homestay Office

with advance written permission for the sleep-over that includes

the date of the sleepover and the name and contact information

for the person/people with whom the student will be staying If

this information is not provided, the sleepover will not be allowed

When the information is received, hosts are asked to call the contact

number provided to ensure that the student is actually expected at

the home during the time indicated 15

Homestay Office Information

Address: 100 West 49th Avenue, Vancouver, V5Y 2Z6

Phone number: 604-323-5696 Fax: 604-323-5996

E-mail: homestay@langara bc ca

Office Hours: Monday - Friday: 9:00 - 5:00

Staff: Emergency PagerValerie Peters - Manager, International Education 604-622-9349

Susan Wakabayashi - Homestay Coordinator

Mike Allan - International Programs Coordinator

Kailey Milroy - Homestay Coordinator

Paul Camara - Homestay Coordinator

Pixie Chisholm - Program Assistant

Winnie Chang - Program Assistant

Johnny Fong - Office Assistant

Hosting a student can be a wonderful and rewarding experience, one that may result in life-long friendships and inter-cultural insights

We look forward to having further contact with you throughout the hosting period and to hearing about your adventures with your

homestay student Please keep in touch!

7

MEALSFamilies must provide three meals a day for their students Although

students are often willing to make their own breakfast and lunch,

they will need help when learning how to prepare these meals

To help the student adjust to family life, meal times should be

explained and the student asked to call home in plenty of time if

he/she will not be home for

dinner The family should

ask him/her about food

preferences and take him/

her shopping to pick out a few

favourite items It is a good

idea to keep a shopping list

that the student can add to

if he/she wants the family to

buy a particular food or the

household is running low on some items

Eating habits are very particular to each country and students may not

know how to use our utensils, how to eat our food, or how to behave

at the table Our manners may also seem offensive to them Families

should make an effort to explain mealtime customs and manners in

order to help the students understand what is expected of them

Some students have difficulty adjusting to Canadian food In the

past, students have commented that they:

• Had too little or too much meat

• Did not have enough vegetables

• Wanted to eat rice regularly

• Did not have enough supplies for breakfast or lunch

• Did not have enough variety of food

• Wanted to snack between meals but were not given permission by the family

• Did not know how to make their wishes known to the family

• Were told that family did not have much money and could not afford to buy much food

• Wanted family to set a regular meal time

• Didn’t know how to prepare food left for them

• Found that the refrigerator was empty

In many countries, it is considered impolite to take second helpings

when they are first offered and people usually refuse food two or

three times before finally accepting it Although students will be told

that their hosts will expect them to accept or refuse food on the first

offering, they may still have difficulty accepting second helpings

when they are first offered Families should offer second helpings

several times to be sure that students are truly full

If students are unhappy with the food or would like something

different, they are often very reluctant to discuss their feelings

with their hosts because they worry that the families will be

insulted or angry For this reason, families should periodically ask

their students it they are satisfied or have particular concerns

However, since students are uncomfortable talking about these

matters over meals, these talks should be held at other times

Some families like to take their students out to eat in restaurants

In some instances they pay for the students’ meals but in other

instances they ask the students to pay for themselves In the

past, students have expressed a concern about eating out on a

regular basis Some students do not have the money to pay for

many restaurant meals and some prefer to eat at home Families

should be sensitive to the students’ feelings and should try to limit

the number of times that they eat out, especially if students are

required to pay for themselves Students should never be asked to

pay for the family’s meal Families are not expected to reimburse

the students if they decide to eat out with their friends

On occasion, a student may want to prepare a meal for the family

If so, the family should offer to buy the ingredients for the meal or

to reimburse the student for items bought

FAMILY HOLIDAYSIf you are thinking of taking a holiday during the homestay period,

you must contact the homestay office to discuss your plans This

generally means arranging to have an appropriate adult move into the

home to take care of the student during your absence All such plans

MUST be approved by the homestay coordinator and the students’

parents If plans are not approved, the coordinator may choose to

move the student to another home and ask you to refund a portion

of the homestay fee or may lose a portion of the homestay payment

High school students can NEVER be left alone in the home overnight

or left alone overnight in the company of individuals who not adults

ADJUSTING TO THE NEW STUDENT:Homestay students come from many countries and their cultural ideas,

beliefs, and values are very different from our own The students are

often young and not used to foreign travel It may be their first time

away from home and the experience may initially be traumatic

Host families should be prepared to help the students deal with

the culture shock that they will experience as they adjust to a new

climate, language, food, family, and culture

Consideration and tact will be necessary when helping the

youngsters understand what is expected of them in their new home

Families should be aware that cultural differences occasionally lead

to misunderstanding for both the student and the host family Both

parties should be sensitive to and tolerant of differing attitudes,

opinions, and behaviour

9

Student/Family Interaction: Sometimes, a student and family may not feel comfortable with

the level of involvement offered or expected by the other party For

example, one may wish to share personal thoughts and feelings

while the other may not, or one may desire a close, family-like

relationship while the other prefers a room-and-board arrangement

If one or both sides feel that their emotional needs are not being met,

they may decide to end the relationship

Food/Mealtime Arrangements: Students often have problems adjusting to the food eaten in their new

homes If they cannot discuss their needs or find that their families

are unresponsive to their requests, they may become frustrated Host

families may also find that they cannot meet the students’ needs, or

that they cannot provide meals on a regular basis In these cases, it is

best for the student to seek alternative accommodation

Conflicting Schedules: If a family and student have conflicting schedules that do not allow

for time together, they may decide that the arrangement does not

benefit either party

Unforeseen Changes in Circumstances: This may involve factors such as a relocation, loss of employment,

illness, birth, or death, that disrupts the normal routine and

precludes successful completion of the program

Language/Communication Barrier: This may lead to misunderstandings, misinterpretation of messages,

lost patience, frustration, anger, and a breakdown of trust Families

can call upon college staff for help with translation if they feel that a

misunderstanding has occurred

I draw rats, too!

“In my photo shoot for the Langara College President’s Medal, Jennifer immediately put me at ease. Her wonderful sense of humour, professionalism, and technical expertise make her an ideal photographer. The end result of Jennifer’s work was the best set of photographs that I have ever had taken.”Christian Westin, Langara graduate (2013)

“Jen’s superb design and creative talents span a wide range of graphic and multimedia expressions – design, illustration, photography, web, animation. She is seldom without her sketchbook and/or camera and her creative meter is always on. Her warmth, generosity and terrific sense of humour make her a valued team player who easily takes projects from concept to completion.”Nancy Wickham, Director, Communications & Marketing, Langara College (2002-2009)

“Jennifer has a knack for turning abstract concepts into lovely and impactful designs. Her presence on the team has been a true asset both in terms of her technical skills and her personable demeanour.” A D Mitchell, Media Advisor, Langara College (2003 - 2009)

Compiled from LinkedIn

Kind Words

Thank you for taking the time to look at my portfolio.

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Jennifer Oehler's Portfolio 2015