Preconference workshop

1. Introductions and welcome2. Icebreaker3. Learning Outcomes4. The QLC & Case Study5. Group A and Group B activity6. Checklist7. Limitations and resources8. Break9. Limitations and resources part 210. Learning principles11. Planning – Training models12. Learning outcomes – Online, In-Person and ongoing training13. Final thoughts

Schedule for today

• Share your training experiences (if any) and learn from other participants' home programs.

• Learn how to establish a team environment.• Learn how to build relationships amongst your

student and professional staff.• Learn about the benefits and challenges of

different training models.• Learn how to create in-person and online training

programs for their student staff/volunteers.

Learning Outcomes

My name is:I am from: (familiar sights, sounds and smells)

I am from: (familiar foods, holiday symbols, dress)

I am from: (familiar expressions used by my family)

I am from: (ancestors, relatives, legacy)

Ice Breaker – based on the poem: “Where I am from…” from George Ella Lyon

My name is NathalieI am from snow, trees, lakes and smell of

pine.I am from tourtière, blueberries, réveillons,

and Bonhomme Carnaval.I am from « Bonne heureuse année grand

nez » and « Hauskaa joulua ».I am from French and Finnish background,

teachers, farmers and lumberjacks.

Queen’s Learning

Commons

SASS: Learning Strategies and

the Writing Centre

IT Services

Queen’s University

Library

Adaptive Technology

Centre

Services provided• Workshops - from all of the partners • Help Desk – IT Services, Research (Librarians), Information, • Tutoring – ASUS • Writing consultations• Counselling• Print alternative formats, adaptive technology• Research and Information Literacy • Outreach (residences, big first year classes,

international students, orientation)

Vision• Accessible, collaborative place• Academic success• Learning, research, writing• Resources and technology• Staff and peers who assist students

Case studyQueen’s Learning Commons Student Assistants

versus

The Peer Learning Assistants

GROUP A

GROUP B

Determine1) What your students need to know right now?2) What do they need throughout the year?3) How will you build morale and relationships

with your team (inward and outward)?

Checklist

BUDGET

Limitations and Resources

Training

Limitations and Resources

https://moodle.queensu.ca/2013-14/dashboard.php

Policies and Procedures

Limitations and Resources

Policies and Performance for QLC Students Students working in the Queen’s Learning Commons are expected to perform the work assigned to them to the best of their ability. In March, there will be an informal performance evaluation/ assessment. Throughout the academic year, your performance will be monitored while you are working at the QLC. The following outlines what the criteria for your performance evaluation: 1. Attendance2. Attitude3. Attire4. Communication5. Tasks6. Initiative7. Observance of Policies8. Quality of Work9. Job Knowledge10. Notification of improper action or activity

Main Duties & Responsibilities:• Be an enthusiastic and informed ambassador for program.• Be aware of other resources on campus to be able to direct

students in the right direction if need be.• Be a good role model and resource to fellow PLAs and

students.• Read emails from coordinator to keep track of upcoming

events, workshops and outreach programs.• Gather & provide feedback to coordinator about outreach

events, workshops and Study Skills Coaching • Complete and submit activity logs

PLA Volunteer Agreement

Training Time Commitments:• MANDATORY: Two training sessions in

September, one in January.• Two professional development opportunities

throughout the year.

PLA Volunteer Agreement

Outreach Time Commitments:• Workshops requested by Dons and at QLC• Campus Outreach Events (e.g. social media

contests, Study Skills Coaching, School of English classes, Exam Schedule Giveaways, Course Specific How To Study sessions)

• Mandatory: average of 1-5 hours per month

PLA Volunteer Agreement

Peer Learning Assistant agrees to:• Respect confidentiality of information received or overheard

about students/peers and/or staff while volunteering.• Notify coordinator as soon as possible if you are concerned

about a program participant’s wellbeing or face a situation you are unsure about

• Notify coordinator as soon as possible when or if you cannot make a presentation and require your spot to be filled.

• Act in accordance with the roles and responsibilities outlined during training.

PLA Volunteer Agreement

• Unions• Workload• Overtime• Mental Health• Work/school life balance

Other Issues

Learning Principles:

What do you already know about adult learning?

PROS and CONS

Planning your training

Role playing

Lectures

Games

Other ideas: What have you seen?

Now it’s your turn

Further resources and thank you

Borin, Jacqueline. "Training, Supervising, and Evaluating Student Information Assistants." The Reference Librarian 34, no. 72 (2001): 195-206.

The Canadian Code for Volunteer Involvement. Volunteer Canada, 2012. Web. https://volunteer.ca/content/canadian-code-volunteer-involvement

Collins-Shapiro, C. “Mentoring and leadership development.” Leadership Insights and Applications 21.

Connell, Ruth Sara, and Patricia J. Mileham. "Student Assistant Training in a Small Academic Library." Public Services Quarterly 2, no. 2-3 (2006): 69-84.

de Jager, Karin. "Navigators and Guides: The Value of Peer Assistance in Student use of Electronic Facilities." VINE: The Journal of Information and Knowledge Management Systems, 34, no. 3 (2004): 109.

Faix, Allison I., Margaret H. Bates, Lisa A. Hartman, Jennifer H. Hughes, Casey N. Schacher, Brooke J. Elliot, and Alexander D. Woods. "Peer Reference Redefined: New Uses for Undergraduate Students." Reference Services Review 38, no. 1 (2010): 90-107.

Heinlein, W. F. "Using Student Assistants in Academic Reference." Reference Quarterly 15, no. 4 (1976): 323.

Kathman, Michael D., Jane McGurn Kathman, Kathman,Michael D.Managing student workers in college libraries., and Managing student workers in college

libraries. Managing Student Employees in College Libraries /. 3rd ed. ed. Chicago: College Library Information Packet Committee, College Libraries Section, Association of College and Research Libraries, 2006.

Latino, Jennifer A., and Catherine M. Unite. “Providing Academic Support Through Peer Education.” New Directions for Higher Education 157 (2012): 31-43.

MacGregor, Mariam G. Designing Student Leadership Programs: Transforming the Leadership Potential of Youth. Denver, CO: Youthleadership.com, 2005.

Sakaduski, Nancy. Managing Volunteers: How to Maximize Your Most Valuable Resource. Santa Barbara, CA: Praeger, 2013.

Stanfield, Andrea G., and Russell L. Palmer. "Peer-Ing into the Information Commons: Making the most of Student Assistants in New Library Spaces." Reference Services Review 38, no. 4 (2010): 634-646.

Wawrzynski, M. R., C.L. LoConte, and E.L. Straker. “Learning outcomes for peer educators: The National Survey on Peer Education.” New Directions for Student Services 133 (2011): 17-27.

Williams, L. B. “The future of peer education: Broadening the landscape and assessing the benefits.” New Directions for Student Services 133 (2011): 97-99.

Wilson, W. L. and D. R. Arendale. “Peer educators in learning assistance programs: Best practices for new programs.” New Directions for Student Services 133 (2011): 41-53.

Wooten, Brian M., Joshua S. Hunt, Brian F. LeDuc, and Phillilp Poskus. “Peer Leadership in the Cocurriculum: Turning Campus Activities into an Educationally Purposeful

Enterprise.” New Directions for Higher Education

Young, Arthur P. "Student Assistants. A Report and a Challenge." Reference Quarterly 9, no. 4 (1970): 295-297.

Canadian Learning Commons Network: Resources

Can-LC and Infcommons-L listservs.

Other Resources

Thank youMerci