Presentation on theme: "Preconference workshop. 1.Introductions and welcome 2.Icebreaker 3.Learning Outcomes 4.The QLC & Case Study 5.Group A and Group B activity 6.Checklist."— Presentation transcript:
1.Introductions and welcome 2.Icebreaker 3.Learning Outcomes 4.The QLC & Case Study 5.Group A and Group B activity 6.Checklist 7.Limitations and resources 8.Break 9.Limitations and resources part 2 10.Learning principles 11.Planning – Training models 12.Learning outcomes – Online, In-Person and ongoing training 13.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 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.
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 study Queen’s Learning Commons Student Assistants versus The Peer Learning Assistants
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.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
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?
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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