1	ORIENTING THE STUDENT EMPLOYEES AT JAMES WHITE LIBRARY Presented by Cynthia Mae Helms 23^rd Annual Conference of the Association of Seventh-day Adventist Librarians Atlantic Union College, South Lancaster, MA June 13-18, 2003
2	Brief Historical Background Introduction to Libraries (Freshmen and Sophomores) Time - met three times a week throughout quarter Teachers - 6 Librarians Textbook - yes Requirements – Pathfinder, passing grade (quizzes, tests, exercises)
3	Brief Historical Background Topics: Library Departments and Personnel Parts of a Book Reference Sources – Print and Electronic LC Subject Headings and Call Numbers Library Services Search Strategy Reference Service Methods: lecture, tour, demonstration, exercises
4	Brief Historical Background Orientation Workshop (Upperclassmen and Graduates) Time - met once a week, 7 times throughout the quarter Teachers - 7 librarians Textbook - no Requirements - passing grade (exercises, final test)
5	Brief Historical Background Topics: Patrons are People–Philosophy of Service Overview, Library Locations, Department Functions Books; Library Catalog; Technical Services Reference Service Electronic Reference Sources Periodicals Methods: lecture, tour, demonstration, exercises
6	The Need for a Study Why can’t there be one class for both graduates and undergraduates? Is it possible to give the student assistants an orientation in less time? with less teachers involved? with less busy work?
7	Developing a New Orientation Program for Student Assistants of James White Library Purpose: To develop an orientation program for both the graduate and undergraduate students with the following objectives: To give the student assistants a general orientation into the library as their work place. To help them understand the library’s philosophy of service and the policies that affect them. To create an opportunity for new student assistants to be acquainted with each other. To make them realize their value in the library. To prepare them for the real work world. To provide them with information useful not only for their job but also for their class work and personal lives.
8	Hypothesis & Method Hypothesis : A short program can be developed for both graduate and undergraduate students. Method: Evaluation form
9	Evaluation of Student Assistants’ Orientation Program
10	Evaluation of Student Assistants’ Orientation Program
11	The Transition Period, 1994-2001 Program A (began 1994-) Topics and Methods Emergency Procedure (once by itself, later combined with other topics) - lecture, demo Main Library - tour Branch Libraries - tour Philosophy of Service - lecture Policies and Perks - lecture, role play CD-ROMs - demo, hand-on Online databases - demo, hands-on Multicultural training - lecture
12	Comments and Suggestions Consolidate Main Library Tour + Branch Libraries Tour CD-ROMs + Online Multicultural Training + Philosophy of Service Tours + Emergency Procedures Philosophy of Service + Policies and Perks Cancel Branch Libraries Tour
13	"Other Comments and Suggestions" Other Comments and Suggestions Shows me that library takes us seriously even though we are just student employees. I really appreciate the fact that the library desires to train us. I would recommend this course to every student assistant. I learned a lot. Helpful, well-done, and organized. Benefited job and personal life. Excellent, super. Longer computer classes, more hands-on, be on a slower pace. Projects shouldn’t be time consuming. Need more interactive things. Too much information. Too long. Shorten, condense, direct to the point.
14	Ranking of Program A
15	Program B (began 1996-1998) Topics and Methods Preliminary Checklist: Tour and Emergency Information - tour, emergency worksheet Branch Libraries - lecture Electronic Resources - demo, hands-on Multicultural Training - lecture Director’s Session - lecture
16	Ranking of Program B
17	Comparison of the Two Programs
18	Relevance to Job
19	Relevance to Class Work
20	Relevance to Personal Life
21	Summary of the Transition Period, 1994-2001 Time 1994-1997: 6-7 class periods throughout the quarter 1997-1998: 6.5 hours class time in one day 1998-1999: 4 hours class time in one day 2000-2001: 3.5 class hours in one day Teachers 5-7 librarians, 1-2 support staff, 1 guest
22	Summary of the Transition Period, 1994-2001 Textbook None. Students encouraged to read the JWL Student Handbook and the Department’s Handbook. Requirements Attendance. No Pathfinder, quizzes, tests. Objectives Same
23	What We Learned from the Study Tours Library tour and branch libraries lecture rated lowest. Preliminary checklist outside class time preferred. Philosophy of Service Philosophy rated higher than Policies and Perks. Keep combination in the program. Computers in Libraries Online ranked higher than CDs. Keep combination in the program.
24	What We Learned from the Study Multicultural Training Highest rating. Emergency and Safety Procedures Lecture boring. Better when integrated with the tour. Time Keep it short and sweet. Methods Use a variety of methods. Interactive method is preferred. People involved Keep the teaching team small.
25	Conclusions One orientation program can be offered to both graduate and undergraduate student assistants. Shortening the time period can be accomplished by changing the methods of presentation and combining certain sessions. Tours and emergency procedures can be done outside class as a preliminary checklist. Keep the Multicultural Training as a separate presentation with different method. Continue to make the class meaningful by making it relevant the students’ job, class work, and personal lives.
26	Current Orientation Program 2001 ~ Time Preliminary Checklist (tour and emergency information) - 1 - ½ hours outside class time Class meets 2 ½ hours. Each student receives a packet containing the following: Name tag Welcome letter from Library Director JWL Organizational Chart Outline of the Class Library Computer Use Policy Policy Regarding Use of Keys by Student Assistants JWL Library User’s Guide
27	Current Orientation Program, 2001 ~ Teachers 1 support staff = checklist 2 librarians, 1 support staff = class Textbook None Requirements Attendance, participation. No project, quizzes, or tests. Objectives Same
28	Student Assistants’ Orientation Class Instruction Lab(5:00-6:30 ) Welcome (10 min.) Check on Preliminary Checklist; Purpose of the class; Self-introduction: name, department, country of origin, currently enrolled in what program Multicultural Training (60 min.) Individualized “Self-Assessment Checklist for Communicators” Video - “Communicating Across Cultures” HF5549.5 .M5V25 1992 v. 3 Divide into groups to discuss reactions to video and applications to library Share group discussions with class
29	"Electronic Resources (20 min..." Electronic Resources (20 min.) Lecture - Computer Policy, Missing Book, Rush Cataloging Request, Staff vs. public mode, what’s new Demonstration Hands-on Room 350 6:30-7:00 Supper (30 min.) 7:00-7:30 Director’s Session (25 min.) Lecture with Power Point Awarding of Certificates (5 min.)
30	How We Value Student Employees Orientation Incentives Free supper Paid work time Certificate of completion First pay raise upon completing the program
31	How We Value Student Employees Other Ideas De Haan awards Pay raise - after completing the class, merit raise based on evaluation Birthdays - cards, parties, balloons Graduation Appreciation Day - Progressive Party Work opportunities in other departments Training sessions
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