Preconference workshop
Schedule for today
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Introductions and welcome
Icebreaker
Learning Outcomes
The QLC & Case Study
Group A and Group B activity
Checklist
Limitations and resources
Break
Limitations and resources part 2
Learning principles
Planning – Training models
Learning outcomes – Online, In-Person and ongoing training
Final thoughts
Learning Outcomes
• 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.
Ice Breaker – based on the poem:
“Where I am from…” from George Ella Lyon
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)
My name is Nathalie
I 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.
SASS: Learning
Strategies and
the Writing
Centre
Adaptive
Technology
Centre
Queen’s
Learning
Commons
Queen’s
University
Library
IT Services
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
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Accessible, collaborative place
Academic success
Learning, research, writing
Resources and technology
Staff and peers who assist students
Case study
Queen’s Learning Commons Student Assistants
versus
The Peer Learning Assistants
GROUP A
GROUP B
Checklist
Determine
1) 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)?
Limitations and Resources
BUDGET
Limitations and Resources
Training
Limitations and Resources
Policies and Procedures
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. Attendance
2. Attitude
3. Attire
4. Communication
5. Tasks
6. Initiative
7. Observance of Policies
8. Quality of Work
9. Job Knowledge
10. Notification of improper action or activity
PLA Volunteer Agreement
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.
Other Issues
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Unions
Workload
Overtime
Mental Health
Work/school life balance
Learning Principles:
What do you already know about
adult learning?
Planning your training
PROS and CONS
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.
Other Resources
Canadian Learning Commons Network:
Resources
Can-LC and Infcommons-L listservs.
Thank you
Merci