A guide to roles, guiding principles, and expectationsLEARNING STRATEGIES

An Introduction to Learning Strategies

Individual Appointments Workshop LeadStudy Hall

Key CAPS guidelines

ProfessionalismConsistency

OVERVIEW

GUIDING PRINCIPLES

ROLES of a LEARNING STRATEGIST

POLICIES

EXPECTATIONS

Please follow the directions in the prompts as you learn more about being a Learning Strategist at CAPS.

Be sure to bring in your notes and reflections for in-person pre-semester training. We will be discussing them together as a group (a list of required materials will be provided at the end of this module).

INTRODUCTION

Hello! Welcome to the

Learning Strategies Team!

Throughout the presentation you’ll see prompts like this:

GUIDING PRINCIPLESAn Introduction to Learning Strategies

Take notes on this section in a format that works for you.

We support an inclusive environment where all students feel supported, included, and welcome.

This means that we strive to understand and be aware of systems of difference that impact our interactions.

ACCESS &

SUPPORTEach and every one of our guiding principles is important, but access and support is the foundation to the Learning Strategies approach:

GUIDING PRINCIPLES

Research-based Approach

Developmental Model of Learning

Metacognition

We use research-based theories of learning as a foundation for our approach to Learning Strategies

Learning is an ongoing and developmental process. People have the capacity to grow and we are positioned to facilitate that growth in learning.

Identifying and understanding our own processes of learning is essential to growth. But “thinking about thinking” isn’t enough. We use self-regulation as the key to putting learning strategies into action.

GUIDING PRINCIPLES

Learner-Centered Strategies

Peer-to-PeerApproach

Collaboration

A Learner-Centered approach focuses on the needs of the student rather than what the student needs to learn.

A peer-to-peer approach means that we approach learning scenarios as equals. Both the learning strategist and the student have equally valuable information to bring to the interaction.

Collaborative learning makes the student an active participant in their own learning, rather than passively receiving information or knowledge.

GUIDING PRINCIPLES

INDIVIDUAL APPOINTMENTSProcedures and Skill Building

INDIVIDUAL APPOINTMENTS

How it Works:

1. A resource rep assists a student in making an appointment

2. An email is sent to your UNM email account to notify you that you have an appointment

3. The day of the appointment, it is your responsibility to check-in with the resource rep before the appointment

4. The resource rep will identify the student user in the waiting area at the time of the appointment

5. The resource rep will give you the student’s yellow card and log the student in

6. You will conduct the appointment (you are responsible for keeping track of time)

7. At the end of the appointment, you will fill out the yellow card according to what you did during the appointment

8. Finally, you will walk the student back to the resource rep window to log out, and give the resource rep the yellow card

INDIVIDUAL APPOINTMENTS

Individual Appointment Procedure

1. Open the appointment Take the time to get to know the learner 25 minute appointments: need to be brief, but not

rushed 50 minute appointments: take a bit more time to dig

deep and start to build a relationship

2. Provide the self-assessment THIS HELPS: Learners who’ve identified many skills they’d like to

improve, but don’t know where to start Learners who are struggling academically but cannot

necessarily identify a key issue Learners who are uncertain about what strategies they

use currently

Remember, a self-assessment is required for all first-time appointments. You may use additional self-assessments with return users as needed.

INDIVIDUAL APPOINTMENTS

Individual Appointment Procedure:(continued)

3. Guide student through the identified Learning Strategy area. Our five key content areas are:

Time management Test-taking Note-taking College Reading The Learning Cycle

4. Close the appointment Make time to check understanding at the end of

the appointment Give the learner an opportunity to ask any last

questions Encourage the learner to return to continue to

work on the identified skill Walk the learner back to the front to log them out

and get probation contracts signed, if applicable

INDIVIDUAL APPOINTMENTS

Guidelines and Good Practices

Build rapport with the learner Work with the learner to identify the session

focus; use the self-assessment and the student’s feedback

Model appropriate strategies for the student Use personal narratives or examples of your

own struggles when appropriate (Note: Avoid overusing this strategy, though. You do not want to dominate the appointment with your experiences and lose time helping the student!)

Provide multiple options for one strategy to find the best fit for each individual

Encourage student to utilize new strategies as much as possible, and to adapt them as they go to find out what works for them

Refer the student to other services as needed (and without judgment) – use the Additional Resource List as a helpful tool for these conversations

PROBATION CONTRACTS:

As of FALL 2015, we partnered with advisement to assist students on academic probation.

As a condition of lifting academic probation, the student is required to have at least one 25 minute appointment with a Learning Strategist (you).

The important points are: Providing a self-assessment to all students at

the beginning of each appointment Handling probation contracts appropriately,

including getting them signed by a STAFF MEMBER at the end of appointments

Helping the student feel welcome and supported in the CAPS learning environment

INDIVIDUAL APPOINTMENTS

INDIVIDUAL APPOINTMENTS

THREE IMPORTANT POINTS:

1. Check in with a Resource Rep at the side window every half an hour to see if you have any new appointments.

2. DO NOT sign or write on probation contracts. Only STAFF MEMBERS are authorized to sign probation contracts.

3. If a student is more than 10 minutes late for an appointment, they will get a “no-show” on their record. After three in a row, they cannot make an appointment for another two weeks

If you have questions about probation contract procedures, there is a black binder in the front office on the textbook cabinet that you can refer to.

WORKSHOPSUNIV 101, EASE, SSSC, Brown Bags

and Special Request

Try Cornell notes to get your

thoughts down for this section.

Not familiar with Cornell notes?

Click here for some templates.

WORKSHOPS

Learning Strategies provides workshops in our five core content areas:

Time management Test-taking Note-taking College Reading The Learning Cycle

All workshops focus on building specific skills around a person’s individual learning. Workshops are designed to be applicable for students at any level, in any degree program.

WORKSHOPS

The workshops:

All workshops are available in PowerPoint format on Google Drive in the LS shared file.

All the necessary worksheets for each workshop are in the shared file as well, though hard copies will be on hand for each.

You will be provided training on how to give the workshops as well as sample presentations of the workshops.

WORKSHOPS

Your role:

We typically try to schedule two people for each workshop, so you will almost always have a partner (rare situations call for solo presentations, but you will be notified in advance)

For new Learning Strategists, you will shadow a returner to see how a workshop is given

While each workshop is in a standardized format, with activities built in, you are encouraged to explore your own style and give the workshop in a way that feels comfortable to you

WORKSHOPSWhere, What, When, Who?

All workshops are listed as “tasks” in Asana, under the “Workshop” heading

The scheduled entry will include time, location, estimated number of students, class/organization/student group and the requester/instructor.

The task will also include your co-presenter and the original form from the requester, when applicable

WORKSHOPS

Core Content Areas

The Cycle of Learning: Emphasizes the ongoing process of learning. The audience is invited to investigate their own learning patterns and search for opportunities to improve.

Time Management: A very hands-on workshop where the audience applies time management strategies like prioritization, the power hour, and breaking down deadlines to their own schedules.

Note-taking: An overview of possible note-taking structures. Invites the audience to try each different type of notes – so, in essence, taking notes on note-taking.

College Reading: Focuses heavily on the SQ3R method for approaching readings. This workshop offers a practice example, and a blank worksheet for future practice.

Test-taking: Provides a “test-taking test” to assess knowledge about different types of test questions. The audience then selects which types of question they would like to talk about. Strategies for before and after the test are also discussed.

What groups do we give workshops for?

UNIV 101 is an introductory course for incoming freshmen. The instructor chooses what Workshop best suits the needs of their students and puts through a request.

EASE is a component of the STEM Gateway program. Workshops are specifically geared toward science, technology, engineering, and math students and how they can apply learning strategies skills toward their specific content areas. This is a new partnership for Learning Strategies.

SSSC is a location on campus, primarily serving student-athletes and non-traditional students. We will be doing at least one workshop a month on Learning Strategies topics in the evenings at this location.

Brown Bag workshops are held every Thursday during lunch time at our Zimmerman location. They are open to all students curious about broadening their Learning Strategies knowledge.

Special Request workshops can be requested by anyone on campus. An instructor may request a workshop for a class, or a student may request a workshop for their student organization. These requests are received by your AC and scheduled according to availability.

WORKSHOPS

STUDY HALLLearning Strategies in a Drop-in Context

STUDY HALL

Study Hall is offered in the Drop-in Lab at Zimmerman

In the past, Study Hall has not had a CAPS employee/tutor assigned to it

However, students do log in to the CAPS system (TutorTrac) to use Study Hall

Resource reps are trained about when to offer Study Hall versus other options for students. They often provide a list of different services if the student needs specific help. This depends on what is provided at the time or location the student comes in to the Drop-in Lab.

Student users may utilize Study Hall for many reasons:

They are waiting for a table to “open” for a specific drop-in subject (based on when the tutor is available in that subject)

They would like to do homework uninterrupted in a CAPS space

CAPS does not offer drop-in tutoring for their desired subject

They would like Learning Strategies drop-in assistance

STUDY HALL

Since Study Hall is a new role for Learning Strategies, student users who come in to CAPS may not be aware of the change. Be aware that some students will be surprised that a Learning Strategist will be in the Study Hall space.

It is the responsibility of the Learning Strategist to assess what the student user would like out of the interaction.

A quick guide to Study Hall Interactions: Greet the student and introduce yourself Give them a quick description of what a Learning

Strategist does and what you can provide in this space Leave it open to the student whether or not they’d like

your assistance If they opt out, feel free to do your own work quietly,

but make it clear that you are available to help out any time they need you

Be sure to offer help in Learning Strategies only, even if the student is working in a content area you know well

STUDY HALL

The student may not want any Learning Strategies help initially, but asking a few questions and offering a quick description of some of the things we do may change their mind.

POLICIESKey CAPS Guidelines

Try drawing a procedural flow chart or thought map for this section. Need some examples? Click here for some ideas.

If you are running late or are unable to make it in for your shift:

Call (505) 277-7208 Your call will be directed to your PS If your PS is not available, you should speak to one of the

STAFF MEMBERS in the front office*

If CAPS is closed when you call in, you should: Leave a message Include your phone number Call back when CAPS reopens

ABSENCE &

LATENESS

*NOTE: “Staff members” refer to CAPS office administrators, not resource reps, student managers, or assistant coordinators.

If you have already started your shift and must leave due to illness or an emergency:

Notify your AC or PS immediately If your AC or PS is not available, notify a staff member in

the front office

If you will be absent or late for a night shift (at the SUB, SSSC, or Zimm night)

You may email the acting Student Manager for that location in addition to calling in

ABSENCE &

LATENESS

NOTE: If you are absent for more than 3 consecutive days due to illness CAPS Staff may require a doctor’s note.

Need to request time off?

Follow these steps:1) Submit your request at least 14 days in advance2) Ask others on your team if they can provide coverage. Let

them know about any workshops you have scheduled, individual appointment “regulars,” and other responsibilities associated with your shift

3) Locate the Schedule Change Form to drop hours on the MyCAPS website http://caps.unm.edu/mycaps/schedule-change.php

4) Ask the team member providing coverage to fill out a Schedule Change Form to add hours

5) Select “temporary” on the first drop down list and follow the prompts on the rest of the form.

TIME-OFF REQUESTS

NOTE: If you are having trouble finding coverage, you may submit the form without it. However, you should let your AC or PS know immediately, and try to submit as early as possible to avoid cancellations for student users.

Need to change your schedule permanently?

Discuss your schedule change with your AC or PS Locate the Schedule Change Form on the MyCAPS

website http://caps.unm.edu/mycaps/schedule-change.php

Select “permanent” on the first drop down list and follow the prompts on the rest of the form.

SCHEDULECHANGE

NOTE: All of the information in this section is available on the myCAPS employee section of the website.

EXPECTATIONSProfessionalism, Initiative, and Consistency

Jot down your answers to the following questions:

What does professionalism mean to you? How do you define it for yourself? For others?

PROFESSIONALISM

SCENARIO:

You have a first-time individual appointment with a new student user. The student is a first-semester sophomore, enrolled full-time in 200 and 300 level classes in their major. They heard about Learning Strategies from a resource rep when they found out that their class wasn’t supported through CAPS content tutoring. You can tell the student is frustrated and that Learning Strategies was not their first choice for help.

Student: “I really hate this class – the professor is awful! I have the homework here. I need the answer to this problem before tomorrow.”

How do you respond to the student? How does this relate to professionalism?

We will be discussing these questions(above) and your reaction to the scenario during pre-semester training.

Professionalism is a complex idea, with a lot of different components.

For some people, it means work ethic For others, presentation of self and/or

appearance are key For still others, it indicates a certain way of

interacting with people

All of these are valid and important definitions of professionalism, but for the purposes of this training, we will discuss professionalism as it pertains to initiative and consistency.

PROFESSIONALISM

Jot down your answers to the following questions:

What does initiative mean in the workplace? In your academic career?

INITIATIVE

SCENARIO:

You have just begun your Study Hall shift in the drop-in lab at Zimmerman. You’re assigned to Study Hall for the next two hours.

Although it is a busy day at the Math/Science tables around you, your Study Hall table is slow. There are two students, but they have declined your help for the time being and have elected to work on their homework together.

You have a class right after your shift, and you have a big assignment do first thing tomorrow that you are worried about completing. Your manager gave you a project last week, but you don’t have a confirmed deadline.

What do you choose to do with your time?

We’ll pay special attention to this scenario during our discussion at pre-semester training.

INITIATIVE

Initiative is about assessing situations, making decisions, and taking action – all of which should be guided by a sense of professionalism.

Examples of taking initiative as a Learning Strategist are: Making suggestions for improving a process Taking the lead on a project, like a blog post,

marketing campaign, or creating new supplemental materials

Researching a Learning Strategy you are unfamiliar with

Seeking help or guidance when you are unsure of the parameters or details of a task

CONSISTENCY

SCENARIO:

You have a workshop scheduled for next week for a UNIV 101 class of about 20 students. You haven’t given this workshop yet, and you will be the lead on it. You review the PowerPoint Workshop ahead of time to go over the pacing and content. You come across one section of the PowerPoint that just doesn’t seem to flow to you. You are thinking about deleting that section, or just skipping it in the presentation.

How does this scenario relate to consistency? Do you have other options here, and if so, what are they?

Jot down your answers to the following questions:

What does consistency mean to you in terms of a work environment?

Why would consistency be important for your role at CAPS?

We’ll be discussing this

scenario and your answers to

the consistency questions in

pre-semester training, too.

CONSISTENCY

For Learning Strategies, consistency means a few things related to our goals:

Consistency means providing the full breadth of your knowledge and understanding to every student user. This creates consistency in experience and underscores our guiding principles of access and support.

Consistency also means being reliable and available during the times that student users need and expect you to be at CAPS. This reflects our responsibility to our student users.

Finally, consistency is about finding what works for you and what doesn’t. If you don’t believe in or understand something that you are trying to advocate with a student user, they will be less receptive to you and the help you might provide. In addition, they may be less likely to seek out our assistance in the future. This relates to our own investment in the Learning Strategies approach. Seek discussion with one of your CAPS mentors (AC, PS, or LS returners are some options) if you find yourself in this situation.

REFLECTIONHow did learning the

material work for you?

Take a few minutes to write down your thoughts about these questions:

1) What was your experience using different note-taking methods?

2) How might your experience inform how you approach note-taking methods with students?

3) How can we, as Learning Strategists, use reflection as a tool in each of the roles we discussed in the training (Workshops, Study Hall, Individual Appointments)? Think about it in terms of some of our guiding principles to tie together your thoughts.

REFLECTION

Here is a list of the materials you’ll need for in-person training

1. From the Professionalism section:+ your thoughts about professionalism+ your reaction/answers to the scenario

2. From the Consistency section:+ your thoughts about consistency+ your reaction/answers to the scenario

3. From the Reflection section: + your answers to the questions on the previous slide+ the notes you took for each section

Don’t forget to bring these in

to in-person pre-semester

training. See you soon!

REFLECTION

Welcome to the CAPS team!

Thank you for completing the Learning Strategies module!