Monthly Archives: March 2021

Featured Colleague: Mark Logas Sparks Student Interest in Political Involvement

Tuesday, March 30, 2021

By Wendy Jo Moyer

“Professor Logas has required students to attend our city council meetings … and almost every meeting, we have several of his students that are here,” Orlando Mayor Buddy Dyer said as he introduced Professor of Political Science Mark Logas to deliver the invocation at a March 2019 Orlando City Council meeting. In fact, for more than 18 years, Mark has required his students to attend city and county government meetings and court proceedings in local courthouses to spark their interest in political involvement.

To provide learning opportunities and further encourage students to serve the community, Mark also developed and led for six years Valencia College’s Civic Leadership Internship Program, a planned work-based experience that provides students with supervised career exploration activities and/or practical experience related to their career objectives.

I believe that my role at Valencia is to encourage students to develop college-level research and critical thinking skills, so that they may create their own fact-based opinions about issues they face,” Mark explained, adding that he feels it’s important for students to have experiences both inside and outside of the classroom.

“Style is the culmination of intelligence, passion and specific intent,” Dean of Social Sciences and Physical Education Mark Collins said about Mark Logas’ teaching. “If you get to see Mark teach, you will see what style can be in the classroom. Mark does not just teach; he antagonizes mediocrity with tenacious ferocity. He challenges the miseducation of our populace by educating them on what American politics is and has been. He creates an environment where debate, research and exploration of ignorance are central to the creation of learning. He is intelligent, passionate and intends to eradicate his students’ miseducation about the American political landscape. He, like his peers in political science, deserve attention and recognition for making a topic we all think we know, more clear.”

In addition to his work developing the Civic Leadership Internship Program, he is proud to have served as coordinator of the East Campus Veterans Group and of his work asking one of the last remaining Tuskegee Airman — the first group of Black airmen in the military — Richard Hall to serve as the keynote speaker for an East Campus Veterans Day event in 2018.

“Sadly, Airman Hall passed away in February of this year,” Mark shared.

Mark, a Central Florida native who earned an associate degree from Lake-Sumter State College — where he was the Student Government president — and a bachelor’s and a master’s degree from the University of Central Florida, has many accolades to his name. He received the Lake-Sumter State College Distinguished Alumni Award, Valencia College’s Professor of the Semester and the National Institute for Staff and Organizational Development Excellence Award. He’s also been credited by elected officials and academic leaders for working with state legislators to help pass the Civics Literacy Requirement. Additionally, he served as the president of the Florida Political Science Association.

And the accolades began prior to his work at Valencia, when he spent 25 years in broadcast radio and television covering state and local government and coordinating election coverage. He’s worked at Channels 2, 6 and 9 in Orlando and was nominated for an Emmy Award for “Best TV Newscast,” while earning the “Best TV Newscast Award” in 1997 and the “Associated Press Best TV News Story Award” in 2000. Since 2014, he anchors election coverage for WFLA FM93.1/AM540 in Orlando.

During his time in his broadcast career, he was practicing for his future role as a professor of political science.

I covered my first election in 1978 for broadcast radio and have covered elections every two years since that time for broadcast radio and television.”

Mark, who is inspired by our students, staff, professors and administrators, likes how Valencia leads in providing the best and diverse learning experiences for our students. For example, he said, “When the COVID pandemic happened, administrators asked professors to consider teaching Real-time Virtual classes (RTV) so that our students would have as close to an in-classroom learning experience as possible. I volunteered to teach RTV classes, and the extensive training and execution of the pilot program in such a short amount of time was impressive.”

When not encouraging students to serve the community or to become politically involved, Mark, who’s married with two children, enjoys watching old television shows and listening to Golden Oldies records.

Know of someone doing great work at the College, who has been an employee for one year or more? Send the colleague’s name to us at He or she might be one of our featured colleagues, subject to supervisor’s approval.

Monthly Archives: March 2021

Behavior Assessment Team and Campus Safety — Spring 2021

Tuesday, March 30, 2021

With the ongoing pandemic and now the increase in mass violence across our country, many of our students, employees and community members are facing unique challenges.

Faculty, staff and student safety is always a priority at Valencia, and the College will continue to work hard to ensure a safe environment across all campuses and offices. One way the College is achieving this is with Valencia’s Behavior Assessment Team (BAT).

Formed in 2011-12 as part of the College’s Emergency Response Plan, the team follows protocols to review threatening behavior, assess potential issues and take action to reduce risk for Valencia community members — faculty, staff, students and visitors alike.

The team is co-chaired by East Region Dean of Students Joe Sarrubbo and Chief of Security Mike Favorit. Other team members include deans of students; managing directors and directors of the Security department; Faculty Association representatives; counselor representatives; and Organizational Development and Human Resources representatives.

Members of the BAT meet regularly to discuss reported behaviors, share information and receive continual training on what to look for and how to appropriately respond to threatening behavior.

The BAT has created two online reporting forms, both available on Valencia’s safety, security and risk management webpage.

  • The Incident Reporting Form is for incidents that have occurred and have been observed by a person who is willing to identify him/herself and provide the details of the incident.
  • The Anonymous Reporting Form is for incidents that have occurred and have been observed by a person who would like to remain anonymous and provide the level of detail that is available at the time.

Reports from both forms are reviewed and acted upon as appropriate.

It’s absolutely crucial that everyone be aware of their surroundings and report any threatening behavior in order to keep all of us safe. To help with this, please register for the Response to an Active Threat (Run-Hide-Fight) training. This is a required training for all Valencia faculty and staff. To sign up for upcoming workshops of this training in the Valencia EDGE, click here.

And remember, if you see something, say something!

In the event of an imminently threatening situation, please call 911. You may also contact campus security by calling 407-582-1000, which connects you to the West Campus Security Office’s line that is now monitored and answered 24/7. Or, contact your campus security office by 407-299-5000 and the office’s respective extension (see below):

  • Advanced Manufacturing Training Center: extension 4000
  • District Office: extension 3000
  • East Campus: extension 2000
  • Lake Nona Campus: extension 7000
  • Osceola Campus: extension 4000
  • Poinciana Campus: extension 6500
  • School of Public Safety: extension 8000
  • UCF Police Substation (Downtown Campus only): 407-823-5555
  • West Campus: extension 1000
  • Winter Park Campus: extension 6000

And remember, if you haven’t yet downloaded the Valencia College Safety mobile app, do it today. This app allows users to simultaneously call and send their location to security in case of an emergency on Valencia campuses.

Monthly Archives: March 2021

Spotlight on Undergrad Research — Morgan Frost

Tuesday, March 30, 2021

Valencia College has developed an undergraduate research initiative — based on nationally recognized models — that expands opportunities for students to partner meaningfully with faculty members to pursue a specific course of research. As most community colleges only offer undergraduate research as a very small boutique opportunity for a few students, Valencia has become a leader in community college research. Last year, hundreds of Valencia students worked in one or more modalities of research. This is vital for students exploring STEAM (science, technology, engineering, arts and math) -related professions through transfer, both to better discern their purpose and pathway, and to have experiences comparable to their peers at the university to which they transfer.

Student Morgan Frost may just have research in his genes.

“In a technical sense, my dad is an agricultural researcher, so exposure to the way he handles things and his work most likely had an influence on myself growing up,” he explained.

Morgan’s first research project was here at Valencia College as part of the Seneff Honors College. “As a part of the requirements,” he said, “honors students in the undergraduate track are to take an undergraduate research preparatory class, as well as complete a research project. If it were not for that, I might have not found myself doing this project.”

The focus of the research he conducted was on power and energy matters, focusing on the storage of power, comparing current popular uses with a less mature, yet promising rival.

“The report was not as technically oriented as some reports,” Morgan explained, “but rather presented a look at the current state of affairs in energy storage, pointing out that some technologies could be of great benefit given more research and usage.”

To Morgan, research is more than just performing experiments, reading through articles and writing long papers.

“It is more than just compiling what many others have said in a short cohesive narrative for some to read through,” he added. “To me, research is an opportunity to open doors to the next level of innovation or discovery. It is a way to either start conversations and investigations into new topics or to reignite an inquisitive look into subjects once thought to be closed matters. Overall, it is a way not just to do the initially mentioned tasks, but to apply them to our lives, engage others in the conversation and give a reason as to why we should take heed to these ideas.”

Morgan believes that research at the undergraduate level has helped him gain a glimpse into his future in an engineering profession, since research and development plays a major role in the field. The project, which was heavily supported by faculty, staff and librarians at the College, has also given him a better understanding of the tools and resources available to students and others looking to do more academically oriented work.

“I have also learned many skills involved in research such as how to find good resources, how to stay unbiased and academic in one’s work, how to properly compile written accounts and data into a cohesive narrative, and how to properly present your research to an audience, thanks to other opportunities that arose in my academic career,” he recounted. “I gained valuable knowledge and skills, all the while having a great time being engaged in something of value and worth, which is why I would recommend everyone participate in academic research opportunities as they arise.”

Morgan will graduate from Valencia this spring and will transfer to the University of Central Florida to pursue a bachelor’s degree.

To nominate a student doing great undergraduate research or for questions about Valencia’s undergraduate research initiative, contact Melonie Sexton, professor, psychology, and coordinator of undergraduate research, at or 407-299-5000, extension 5632.

Monthly Archives: March 2021

Cyber Security: Best Practices for Creating Passwords

Tuesday, March 30, 2021

A Message from Patrick Criss, Director, Information Security Operations

The most important first step to your online security is to have strong passwords, but the challenge is to create distinct passwords that you can actually remember or else you may fall into the bad habit of using the same login credentials for multiple accounts.

The longer the password, the harder it is to crack. Using two-factor or multi-factor authentication (MFA) with a strong password is a good practice. MFA is a security system that verifies a user’s identity with a second credential beyond a user’s password.

Additionally, we recommend using a password manager that you may download to personal devices to securely save, remember and auto-fill your passwords.

The links below provide some tips for creating strong passwords and a review of password manager applications.

If your department is interested in obtaining a password manager for your team, contact the Office of Information Technology help desk to learn about the available options. Submit a request for the OIT help desk online, via email or by phone at 407-299-5000, extension 5555.

Monthly Archives: March 2021

Learning Council Applies Equity Lens and Identifies Strengths/Opportunities of Student Success Efforts

Tuesday, March 30, 2021

During the March Learning Council meeting, members collaborated to apply and enhance their current racial equity knowledge and ability by assessing a Valencia policy using anti-racist criteria. They also supported the institutional planning process (in particular, the learning plan) by identifying strengths and opportunities in key features of our student success efforts.

Assessing Valencia Policies using Anti-racist Criteria

Shari Koopmann, professor, English, and Aida Diaz, professor, Spanish, began the meeting by facilitating a discussion of Dr. Estela Bensimon’s article “The Case for an Anti-Racist Stance Toward Paying Off Higher Education’s Racial Debt.” They asked their colleagues to select a passage that resonated with them or one that left them with questions. Several colleagues were struck by Dr. Bensimon’s recognition of the risks associated with using the terms “racist” and “anti-racist:”

“I am aware of — and to some degree anxious about — the reaction many have to labeling policy as ‘racist’ or ‘anti-racist.’ Straight talk about race and racism is not always welcome in higher education or in most realms of sociopolitical life. Labeling any particular policy as ‘racist’ may be interpreted as an attack on the policy’s architects or implementers.” 

Members wondered how we might reconcile the helpful elements of Drs. Kendi and Bensimon’s frameworks and language with the negative reactions they can elicit as we continue our Valencia journey to advance racial equity. 

Next, Shari and Aida guided their colleagues through a discussion about Table 1 in the article: Criteria to Assess Anti-racist Higher Education Policy, asking: Do any Valencia policies/practices/programs come to mind as you read the description of each segment of the table? The Valencia policies that came to mind for Melvin Middleton, West Campus evening and weekend manager, are those associated with hiring practices, search committees and application screening.

“I would say that our assessment work is anti-racist and the faculty development courses we have created to support it are as well,” shared Lisa Macon, professor, software development, while Leonard Bass, dean, learning support, added that “the graduation goal of closing the five-year gap for all ethnicities gets close.”

Nichole Jackson, director, learning assessment, shared another example of an anti-racist process: “Some Career and Technical Education (CTE) programs offer identifiable solutions to remove barriers for Black and Latinx students to “see themselves in industry” by ensuring advisory boards and exposure to practitioners in the field are representative. 

The question “Does the policy identify its intended outcomes as anti-racist?” was the criterion that generated the most discussion. Bensimon explains that anti-racist policies “avoid vagueness and names race and specify numerically, improved outcomes for Blacks, Latinx and Indigenous populations.” Racist policies, in turn, identify outcomes in terms of benefitting “all students,” “every student,” “success for all students,” “underserved students.” She adds that “vagueness around naming specific groups leads to generic strategies, usually coming from a Whiteness perspective [and] also suggests a lack of comfort talking about race.”

Ana Caldero Figueroa, dean, arts and humanities, addressed this criteria directly, acknowledging, “We use ‘all students’, ‘every student’ and ‘underserved populations’ all the time!” Upon further reflection, Ana shared that this made her think that we “have been accustomed” to using that language thinking we are being inclusive but we have not. In response, Katie Tagye, director, organizational design and development, “that just made me think … as long as those setting the language are in the majority, in this case are white, we are likely to think we’re being inclusive but may not be.”

Next, Council members worked in small groups to examine the College’s Instructional Materials Policy using Dr. Bensimon’s Criteria to Assess Anti-racist Higher Education Policy, and several members commented on the difficulty of this exercise. Nichole noted that “the vagueness is present,” referencing the section that reads: “the selection process will ensure that materials reflect diverse viewpoints, where appropriate.” 

Vasudha Sharma, professor, chemistry, indicated that she noticed that full-time members select the books and wondered, “If full-time members are largely of a certain race and pick authors from the same race, perhaps students might miss the richness in the diversity of this world.” Lauren Thomas, professor, mathematics, added that “sometimes the racist ideology does not always manifest in the policy statement itself but maybe how it is carried out (i.e. procedures).”

Shari and Aida concluded this portion of the meeting by asking about the implications for Learning Council future work that will be covered during the next meeting. 

Strengths and Opportunities in our Student Success Efforts 

LaVonda Walker McKnight, faculty, New Student Experience, and Leonard Bass, dean, learning support, facilitated the second half of the Learning Council meeting, focused on supporting the institutional planning process. Council members had been asked to read the report by the Center for Community College Student Engagement called “The Heart of Student Success: Teaching, Learning, and College Completion.” 

LaVonda and Leonard asked their colleagues to work in small groups to examine three of the primary areas from the reading:  

  • integrating student support into learning experiences; 
  • expanding professional development focused on engaging students; and 
  • focusing on institutional policies on creating the conditions for learning.

Each group used a SWOT (strengths, weaknesses, opportunities, threats) analysis with specific questions to elicit ideas and recommendations.

With respect to integrating student support into learning experiences, the report explains that “students are most likely to succeed when expectations are high, and they receive the support they need to rise to those expectations.” It adds that “community colleges offer a wide variety of support services, but students cannot use services if they are unaware of them” and also “when they don’t know how to access them, find them to be inconvenient or feel stigmatized by using them.”

Council members isolated many Valencia strengths: from virtual tutoring and advising services to student development, communications and outreach. Among the opportunities they identified: embedding support within courses and in partnership with faculty and efforts to increase students’ sense of connections and belonging. 

In the area of expanding professional development focused on engaging students, the report states that “research abounds about what works in teaching and learning. Instructors, however, must be given the opportunities necessary to learn more about effective teaching strategies and to apply those strategies in their day-to-day work.”

Council members in this subgroup recognized our comprehensive and robust professional development at Valencia as a strength. They thought it would be important to make equity-focused programming available to staff. The group also discussed the risk that equity could be perceived as a box to be checked and felt that it may be necessary to incorporate equity-mindedness in the Essential Competency of a Valencia Educator to ensure greater, deeper institutionalization of equity.  

The report suggests that “institutional policies focused on student success are most effective when colleges mandate student participation in activities that are shown to increase persistence and improve student outcomes.” The subgroup that evaluated Valencia’s work in this area named the New Student Experience and New Student Orientation as strengths. Areas identified for enhancement include a required touchpoint with an advisor, expanding the reach of LifeMap, and drop for nonpayment practices. 

In April, the Learning Council will review the feedback gathered via this exercise and begin isolating specific strategies that seem especially powerful in advancing both learning and our equitable Impact Plan goals.

Monthly Archives: March 2021

Join Dr. Shugart for An Evening in Conversation

Tuesday, March 30, 2021

Date: Thursday, April 1, 2021
Time: 6 – 7:30 p.m.
Location: Zoom

You’re invited to join the Office of Alumni Relations for “An Evening in Conversation” with College President Sandy Shugart on Thursday, April 1, 2021.

Dr. Shugart will interview notable alumni — including Francisco Perez, New Student Experience faculty; Cherie Lynn Ramirez, assistant professor, NTT, Simmons University; Francis Angibeaud Montjen, director, Friends Solidarity; and Samantha Tanner, 2021 Mary S. Collier Distinguished Graduate — about their Valencia experience and its impact on their life and career.

Monthly Archives: March 2021

Sustainability Resources for Earth Month — For the Classroom and Home

Tuesday, March 30, 2021

A Message from Carrie Black, Director, Energy Conservation and Sustainability 

April is right around the corner, and in addition to it being the end of the semester, it is also Earth Month, culminating in Earth Day on Thursday, April 22, 2021.

To get Earth Month kicked-off to a great start, below are some sustainability resources:

Academic Resources

– Campus Sustainability Hub – Information on sustainability curriculum, research, air and climate, and more is available through this Campus Sustainability Hub. Create a login using your Valencia College email to access all of the resources.

– Make Climate A Class – Regardless of your subject area, if you want to touch on climate change during a class or a portion of a class, here is a great free resource, including teacher guides and a Florida-related climate webinar on Wednesday, April 7, 2021, by the University of South Florida.

At Home Resources – Food Waste

Thirty to forty percent of all food produced ends up as food waste.  Organic waste disposed of in landfills, breaks down under anaerobic (without oxygen) conditions leading to emitting methane gas, a potent greenhouse gas that is 25 times more potent than carbon dioxide over a 100 year time period.

– Backyard Composting Basics: A Cheat sheet – Learn composting basics and find instructions for simple backyard composting.

– Apartment Composting – If you’re venturing into indoor composting for the first time, use this guide to get a sound start.

– City of Orlando Residents:

  • Backyard Composters are available for free.
  • Food Waste Drop-Off – Food waste can be dropped off 24/7 at 1028 Woods Avenue, Orlando, 32805  (*Next to the teal colored recycle dumpsters).

In April, read The Juice and The Grove for green tips and resources each week.


Monthly Archives: March 2021

FRS Workshops Offer Tips for Retirement Planning

Tuesday, March 30, 2021

When it comes to retirement, the Florida Retirement System (FRS) can help you prepare.

FRS will hold the following online workshops:

Using the FRS to Plan for Retirement
Date: April 5, 2021

Time: 10 – 11:30 a.m.
Location: Online

Using the FRS to Plan for Retirement (Spanish)
Date: April 5, 2021
Time: 1 – 2:30 p.m.
Location: Online

Understanding Your Benefits Under the FRS Pension Plan
Date: April 6, 2021
Time: 10 – 11:30 a.m.
Location: Online

Nearing Retirement in the FRS (Spanish)
Date: April 6, 2021
Time: 1 – 2:30 p.m.
Location: Online

To register for the FRS workshops, please click here. Please register separately for each workshop you wish to attend. You will receive a confirmation email with the workshop details and Zoom meeting link.

If you have questions, contact Organizational Development and Human Resources at, or call the HR4U helpline at 407-299-5000, extension HR4U (4748)


Monthly Archives: March 2021

COVID-19 Vaccination Update

Tuesday, March 30, 2021

A Message from Paul Rooney, Assistant Vice President, Operations

The West Campus state/FEMA COVID vaccination site will remain open until Wednesday May 26, 2021, four weeks longer than originally planned. The site is now offering vaccinations for persons 40 years and older.

Starting Monday, April 5, 2021, the site will offer vaccinations for persons 18 years and older, as well as 16- and 17-year-olds who are accompanied by a parent or have a form signed by their parents to authorize them to get the shot.

The site will administer approximately 3,000 first doses per day of the Pfizer vaccine through Tuesday, April 6, 2021, in addition to the previously scheduled second doses. The first-dose vaccines will be administered on a first-come, first-served basis.

We anticipate that the site will only offer the second dose of the Pfizer vaccine from Wednesday, April 7 through Wednesday, April 14, 2021, for those scheduled that week. If you’re scheduled for your second dose, regardless of the date, please do your best to keep your appointment. Also, please bring your vaccination card to your appointment.

Vaccines are being distributed from 7 a.m. to 7 p.m. or as long as supplies are available each day. Individuals are served on a first-come, first-served, walk-up basis. When coming to the West Campus for the vaccine, please remember to use the North entrance (the entrance nearest Wawa).

Although pre-registration is not necessary, the state has a preregistration system for COVID-19 vaccinations. To preregister in Florida, individuals can either call the designated phone number for their county or visit

As details about the West Campus state/FEMA COVID vaccination site are rapidly evolving, please check Central Florida’s local news websites for future updates. You can also stay updated on vaccine site locations on the Florida Department of HealthOrange County Government and Osceola County Government websites.

As you’re planning your vaccination, a reminder that for a limited time, Valencia College will provide a maximum of 12 hours of paid time off for employees (on an as-needed basis) to receive the COVID-19 vaccination and/or recover from the side effects. For details, click here.

Monthly Archives: March 2021

Summer Work Hours Are Coming Soon!

Tuesday, March 30, 2021

Get ready for one of our employees’ favorite Total Rewards — summer work hours!

Like summer 2020, Valencia College will not close on Friday afternoons this year. However, four hours of leave with pay will be available each week for full-time employees.

Summer work hours will begin the week of Sunday, May 16, 2021, and will continue through Saturday, July 24, 2021. Normal operating hours will remain, and employees are encouraged to work with their supervisors to schedule their four hours of leave during this time. Please use the following guidelines when preparing summer work schedules:

  • The College’s work week begins at 12:01 a.m. on Sunday and runs for seven consecutive days (168 hours), ending at midnight on Saturday. All 12-month employees are required to work or be on approved leave for the 36-hour work week during this period.
  • Although the College work week for 12-month employees will be 36 hours during the summer schedule, pay will not be affected, as the remaining four hours are calculated as approved leave with pay. Employees will continue to receive the same bi-weekly pay rate based on the standard 40-hour work week. Vacation and sick leave accrual will also remain unchanged and leave taken will be charged based on the 36-hour work week schedule.
  • The four hours per work week that 12-month employees are not required to work during this period will be considered approved, paid leave and documented as “Leave with Pay” on the Web Time Entry Timesheet.
  • During the summer work schedule, the four hours of Leave with Pay are only to be used to bring an employee from 36 hours worked up to 40 hours for the week. If an employee is already on a reduced schedule and using Leave with Pay to supplement the week, he or she would not receive an additional four hours of Leave with Pay to reduce the schedule further.
  • The College will be closed on Memorial Day, Monday, May 31, 2021. All 12-month employees should plan to work or take paid leave for the remaining 28 hours of this week. We will also be closed on Friday, July 2, 2021 (a small number of staff will work to support students and facilities), for the Independence Day Holiday, which is on Sunday, July 4, 2021. All 12-month employees should plan to work or be on paid leave for the remaining 28 hours of this week. During the weeks of Memorial Day and Independence Day, the holiday hours would be reduced before “Leave with Pay,” since those hours can be banked for use at a later date.
  • Please remember that summer hours are not included in the overtime calculation. All non-exempt employees will receive overtime compensation for each hour actually worked in excess of 40 hours during the workweek. Please see Valencia policy 6Hx28:3C-01 – Total Rewards: Compensation and Hours of Work for Employees of the College for additional information. If a non-exempt employee works more than 36 hours in any given week, the Leave with Pay hours will need to be reduced for that week so that the hours total 40 for the week. If more than 40 hours are actually worked, Leave with Pay would not be recorded at all for that week. Please note that Leave with Pay for summer hours is non-cumulative, so it does not carry over from week to week. They are also non-compensable, cannot be banked and must be used within the week it is provided.
  • As usual, overtime should only be authorized when absolutely necessary.
  • Also, remember that shift differential is earned when 40 or more hours are worked between 5 p.m. and 8 a.m. within a two-week pay period. The summer hours will not be included in that calculation.
  • Full-time, 12-month employees should be scheduled for at least one, 30-minute lunch period each day. Part-time employees who work more than six hours in a day should also be scheduled for a lunch period of at least 30 minutes. While these breaks are not required, it’s good practice to try and ensure that employees get a break in their work day.
  • Adjustments in schedules to permit a four-day work week from Monday through Thursday may be possible for 12-month employees with approval from the supervisor. Supervisors should ensure that all full-time staff members are able to take advantage of the summer schedule on an equitable basis.

If you have questions, please contact your Organizational Development and Human Resources team at or 407-299-5000, extension HR4U (4748).