WELCOME!

Welcome to the UW Bothell Academic Learning Commons! You’re a part of a large and diverse staff of front desk coordinators, peer consultants, peer tutors, and peer facilitators and you will each take a unique approach to upholding our mission.

The ALC’s Mission: 

The mission of the Academic Learning Commons is to promote learning and understanding by tutoring and coaching UW Bothell students to help further their academic goals. We aim to welcome and support all students by providing inclusive and equitable services that meet individuals at their current level of understanding.

To realize this, we:

• Engage students to think critically in evaluating information, solving problems and making decisions.

• Help students learn good study habits and become independent learners.

• Support students to become more effective and confident communicators.

• Work alongside students to find mutual understanding and next steps.

• Value learning and conceptual understanding over finding the correct answers.

• Provide a safe, comfortable, and encouraging environment to ask questions and learn.

• We strategically coordinate care with faculty and staff from other units and departments across campus to develop thoughtful solutions that identify and remove barriers to student learning.

Our Commitment to Equity

We honor the myriad of diverse backgrounds and experiences students come from and aim to provide culturally responsive academic tutoring and coaching that is continuously learning from the issues historically underrepresented students and communities' encounter. We acknowledge there are many different ways to define and achieve student success. 

Our Land Acknowledgement Statement

We acknowledge that we live and work on the unceded ancestral lands of the Coast Salish people and pay our respects to elders past and present. We recognize the UWB campus specifically sits on the original territory belonging to the Willow (Sammamish) People

A quick introduction to our role

Peer educators (also referred as front desk coordinators, peer consultants, peer tutors, or peer facilitators) support students (and each other) with all phases of the academic learning process. Students bring questions, assignments, problem sets, ideas, outlines, or drafts of their work to the ALC. Peer educators (us!) will collaborate with them individually or in small groups to provide real-time, question-based feedback.

While a lot of teaching does happen in the ALC, remember that we are not “teachers” in the traditional sense. We are peer educators. We don’t lecture and do not have the authority to assign grades to course assignments. In fact, we never talk about grades here. We engage with others to ask questions and talk about the subject they’re working on to encourage deeper thinking and understanding.

At the same time, peer educators can be viewed as being in a position of authority; students see peer educators as representatives of UWB and often will look to us as “experts.” You may find students expecting you to make decisions for their work; they may communicate in the tone of: “you’re the tutor.” And that’s true—you are the PEER educator; however, to keep the conferences and tutoring sessions student-centered, it is important that students know they are responsible for, and must take ownership of, their projects. Explain that although we are the “educators,” our job is to guide, coach, assist, and provide a response as a viewer of their work—and that they can decide what to do with your suggestions.

Similarly, many consultants consider this position as a path to teaching in higher education, and it is. Keep in mind that our primary job is to view other’s thinking and provide your perspective in a friendly, engaged and question-based manner. 

ALC Staff Roles and Responsibilities

Cinthya Vieyra (she/they), Academic Success Coach

The Academic Success Coach works with students 1:1, in small groups, and in classrooms to promote student success. Cinthya helps students in executive functioning, time management, study skills, reading & note taking strategies and communicating with professors. If students are struggling in these areas, you can loop Cinthya in, or make a referral in EAB Navigate. Cinthya is professional staff and can be a resource for whatever comes up.

Deborah Hathaway (she/her), Director of Learning and Teaching

Deborah is Erik & Laura’s supervisor and works in the Office of Student Academic Success. Deborah’s role is to provide leadership for campus wide teaching and learning initiatives for our faculty and staff on campus. Please feel free to connect with her if you want to share how she can help improve your learning (or working) experience at UW Bothell, or if you just want to say hello! 

Erik Echols (he/they), Assistant Director of the WaCC & Affiliate IAS Faculty

Erik runs the WaCC and all WaCC employees report to him. He is responsible for recruiting, hiring, training, coaching and many, many other things. Seek Erik (you might have to chase him down) for any questions about payroll, human resource, tutoring problems, training questions, and discomfort you might feel at any time. If you are employed in the WaCC, and this document referenced your supervisor, it’s Erik.

Laura Hollingsworth (she/they), Assistant Director of the QSC

Laura runs the QSC and manages the front desk coordinators, peer tutors, and peer facilitators. All QSC employees report to her. She is responsible for recruiting, hiring, training, coaching and many, many other things. Seek Laura (you might have to chase her down) for any questions about payroll, human resource, tutoring problems, training questions, and discomfort you might feel at any time. If you are employed by the QSC, and this document referenced your supervisor, it’s Laura.

Emma Pates, Senior Lead of the ALC

The Senior Lead of the ALC connects the QSC, WaCC, and ASC by supporting initiatives that influence both centers. is responsible for many of the administrative tasks of the ALC and is a consummate trainer and mentor. She is also a CSS tutor and former Peer Faciltator. She can answer most questions you have.

Layla Youssef (special projects), Elfie Nelson, Hadiya Amjad, Isaiah Taylor (mentoring), Newt Austria Ball (social media), Lead Peer Writing Consultants, WaCC

Lead peer tutors are experienced tutors who have taken on some additional responsibility; they are not supervisors. They help with administrative tasks, training, and mentoring and they’re responsible for keeping the day-to-day operations of the WaCC running smoothly. Lead tutors support the WaCC by answering process, tutoring, administrative, and most daily questions. Seek them if your mentor or other experienced tutors can’t answer your questions.

Kirby Vandal (CSS), TBD (Non-CSS), Ibrahim Deria (Coordinator), Lead Tutors, QSC

Lead peer tutors are experienced tutors who have taken on some additional responsibility; they are not supervisors. They help with administrative tasks, training, and mentoring and they’re responsible for keeping the day-to-day operations of the QSC running smoothly. Seek them if your mentor or other experienced tutors can’t answer your questions.

Statement of Diversity and Inclusion

As a resource for the growing and diverse student population of the University of Washington Bothell, the Academic Learning Commons (LC) shares UW Bothell's values of inclusion and diversity as core components of our mission to support students and educators within the UW Bothell community. To quote from UW Bothell's commitment to inclusion and diversity:

“Our work begins with the acceptance and celebration of the differences that are represented through the many diverse and minoritized communities on our campus and in the surrounding community. We recognize that we are bound together in a collective experience and that our actions impact all in our community. When we focus on the lives of the most marginalized groups among us, we also create conditions of equity, justice and academic excellence for everyone.”

As part of the UW Bothell community, our work includes upholding and adding to this commitment. Here, we articulate our stance and aim to foster a safe and inclusive environment in our center:

• We respect, affirm, and honor the multiple identities of UW Bothell students.

• We stand with students, faculty, and staff whose backgrounds and identities are marginalized.

• We commit to making our space a welcoming, inclusive, and supportive environment for students, especially those whose identities are marginalized.

• We are explicitly opposed to all forms of bigotry and hatred, explicitly including racism, sexism, anti-Semitism, Islamophobia, homophobia, transphobia, and ableism.

• We reject any suggestion that white supremacist ideology has any place in our university or our communities.

• We reject the notion that any aspect of intellectual endeavor is inherently neutral or free from bias.

• We welcome respectful dialogue with anyone in the UW Bothell community who wishes to engage with us on these topics.

Scheduling Expectations

You are expected to know and follow all the information provided here. If you don't understand something, ask! As our Learning Commons policies change, this document will be updated and all staff members will receive notice and a copy, electronic or otherwise.

Attendance & Arrival Expectations

Once scheduled, all staff members are expected to be on time for their shifts, ready to begin your scheduled conference or receive instructions from your supervisors, lead staff, or other professional staff.  Showing up late can undermine student learning and trust; it can also put your colleagues in a tough spot, as well as jeopardize your job.

a. Schedule Availability

Your published schedule for each quarter serves as an agreement that you will be available to work the shifts and modalities you have specified. If at any time before the schedule is published your availability changes, you must contact your supervisor and the Senior Lead immediately. If your availability changes after the schedule is published, you may forfeit those hours or be responsible for finding someone to fill the shift, or switch shifts with you.

b. Schedule Confirmation

You are responsible for checking and confirming your schedule. This includes responding to the email that defines your schedule and your schedule in EAB Navigate for the entire quarter, requested days off, holidays, and shift substitutions. If there is a discrepancy, please bring it to your supervisor’s attention as soon as possible.

c. Arriving Late

Be on time. Arriving 3 minutes or more after your shift is scheduled to begin is a policy violation and may be addressed by your supervisor. A pattern of late arrivals and/or unexcused early departures can lead to termination.

If something comes up, and you are likely to be late, contact your supervisor and the ALC (let us know via text, email, phone, or Microsoft Teams or Discord server) immediately. If you can, please let an ALC staff member and the front desk coordinator on shift know your estimated time of arrival.

Arriving on time for your shift in the Learning Commons and then leaving to go get food, coffee, or other personal errands will also be considered a late arrival.

If your late arrival will cut into more than 5 minutes of a scheduled conference or session, you must arrange for another peer educator to cover that conference or session. If you will be more than 10 minutes late, and you are not scheduled to see a student, then please ask another staff member to block off the first 30 minutes of your schedule, unless you are able to do that yourself.

If you are more than 30 minutes late and no one in the office has heard from you, and cannot be reached via phone or email, your supervisor will call your emergency contact. 

d. Telework Policy (when scheduled in person)

Beginning winter quarter 2023, if you are scheduled for an in-person shift that you’d like to work from home, your supervisor will be more likely to approve the request if: 

• you have scheduled appointments;

• there are onlines to be done; 

• you have a project with a measurable result or deliverable. 

• If you are sick, consider taking some sick time; it’s a benefit you’ve earned. 

The most notable change is clocking only the hours in Workday that you work directly supporting students or completing a project while working remotely (when your scheduled shift is in-person), and not clocking the time you don’t.  For example, if you normally work in the office on Mondays from 10am-2pm and make a request to work remotely (and it’s approved), but you only have two appointments scheduled. Both appointments show and you take an online. At the end of your shift, you supported students for three hours (two Zoom appointments and one online). So, you may claim three hours in Workday (not the hour you didn’t support students). 

You can choose to be available for drop-ins (but unpaid unless we have a student to work with) or you can simply clock out for the hour with nothing scheduled on our example shift. Lastly, project work may be available - make sure you ask your supervisor.

This policy does not affect shifts that are originally scheduled online.

e. Absences and Illness

An excused absence is only considered an excused absence if your supervisor has approved your time off. If you’re requesting time off, please see the next section.

An unexcused absence is considered arriving late for more than 10 minutes for your shift and/or missing a shift or meeting without prior approval. Accumulation of three or more unexcused absences may lead to disciplinary action.

If you feel symptoms of illness (whatever they are) you are expected to notify your supervisor as soon as possible and plan on staying home. If you are sick with any potential illness, you must stay home, regardless of your vaccination status. COVID-19’s most common symptoms are fever, cough and shortness of breath. If you’re symptomatic, protect yourself, your loved ones and your colleagues: get tested and stay home until you receive your test result.

In the event of illness or an emergency where you won’t be able to attend your scheduled shift, contact your supervisor as soon as possible. If you cannot inform the WaCC of your absence until the same day as a scheduled shift let us know as soon as possible via text, email, phone, or Microsoft Teams or Discord server that you will not be in. If possible, access the schedule online (EAB Navigate) and block yourself out for appointments to limit the number of appointments that will need to be rescheduled in your absence. Please follow the current procedure for marking yourself unavailable for conferences. For more information and instructions see "EAB Navigate for WaCC Tutors." Make sure you include the reason for the block and your initials.

Once you've notified the ALC and your supervisor that you're unable to make your shift, we'll try to find someone to take the shift for you.  In rare circumstances, you may be asked to send an email for a substitute. More often, no substitute is necessary.

While we understand that emergencies happen, if absences become a pattern, we will meet and discuss your current quarter schedule and our scheduling expectations at the ALC.

f. Requesting Time Off/Planned Absence

One of the benefits of this position is the schedule flexibility we provide here at the ALC. Before seeking coverage for your shift, please ask your supervisor to conditionally approve your time off at least 3 business days before a planned absence. Once approved, you may be asked to find coverage for your missed shifts. When seeking shift coverage from other peer educators via email, you must “cc” your supervisor. 

You will not receive final approval until you have all your shifts covered or they do not need to be filled (low usage). Once you have all shifts covered, notify your supervisor again and they will confirm that you can have that time off.  

Do not seek coverage without first consulting your supervisor. In many cases, there are other options to allow you the time off.

For safety reasons, there must be at least two ALC staff members (WaCC, QSC) in the ALC at all times (in person). This is particularly important for closing shifts. If a staff member wishes to stay in the ALC after the WaCC or QSC is closed, or an appointment is running long, this must be communicated to your supervisor. With their discretion pertaining to the situation, one student staff member may be left in the ALC after close, alone.  

g. Inclement Weather Procedures

The ALC is still open online during usual business hours when the campus is closed. Most in-person shifts will be pivoted online, and we’ll send out emails to our students informing them of the change.

It’s doubtful that we will keep each in-person shift online unless our usage supports full staffing.  In cases where we’re not busy, you can email your supervisor when we’re notified the campus is closed (not before) and online shifts will be given on a first-come basis. During times like these it’s best to be flexible and follow procedure.

However, as a part of the UW Bothell campus community, we are bound by campus closure policies and must follow their lead when we consider closing the WaCC.  Our policy is simple: if campus suspends in-person operations, for whatever reason, so does the ALC (in-person).  Please read the campus closure policies here: http://www.uwb.edu/emergency/weather.  

Additionally, you are required to remain informed of campus closures and openings. We will do our best to keep everyone up to date, but it is your responsibility.  When a campus closure is announced, we will try to email the students that have appointments and post announcements on our website.  In the event of a closure, university policy clearly states that we may not stay on campus.

When campus reopens after a closure, the ALC will reopen for in-person tutoring as well.  We will do our best to contact you and arrange for adequate staff to support students.  You may be called back to campus to staff the ALC.   

If campus loses power, do what you can to find out if other buildings are involved or campus is closed.  You may have to use a personal laptop or mobile phone to do so.  If the power goes off in the later afternoon/evening, and the campus is closed, try to contact Campus Safety at (425) 352-5359 and ask them to make sure the doors are locked, and then leave campus.

h. Power Outage Policy

UW Bothell campus tends to lose power frequently in the autumn and winter months. If campus loses power, do what you can to find out if other buildings are involved or campus is closed.  You may have to use a personal laptop or mobile phone to do so.  Power outages don’t usually last long and power is restored within a few minutes. If the power goes off after dusk, is out for an extended amount of time, or campus is closed, try to contact Campus Safety (425) 352-5359. Ask them to make sure the doors are locked, and then leave campus.

Like evacuations, students often see power outages to leave campus, so missed appointments are common. Also, campus traffic is generally bad during an evacuation. Consider this as you make plans to travel to and from campus.

If campus reopens after a power outage, or closure, the ALC will reopen in-person as well.  We will do our best to contact staff and arrange for adequate coverage to support students.  You may be called back to campus to staff the ALC or asked to be on Zoom for the rest of your shift.

i. Emergency Evacuation Procedures

• When an alarm is activated, or when an announcement is made for UW2 (via Alertus), please stay calm.

• Reassure students that there is no danger but must vacate the building immediately.

• Make a mental note of all the people in the ALC, including anyone who may want/need support in evacuating.

• Collect your belongings (there may not be access to them for the remainder of the day).

• Make sure all the windows and doors in the ALC are closed.

• Exit the ALC into the hallway toward the nearest exit door.

• Make sure the door fully closes behind you.

• Follow instructions of floor wardens (faculty or staff members directing folks and probably wearing bright colored vests).

• Pay special attention to folks who are unfamiliar with the building or have mobility issues.

• DO NOT ATTEMPT TO USE ELEVATORS

• Proceed directly outside and to the right to the Evacuation Assembly Point (see attached photo and map).

• Gather with other staff members and account for everyone in the ALC is out of the building.

  • DO NOT LEAVE THE ASSEMBLY POINT UNTIL EXCUSED

    • If you’re not there, we’ll send firefighters in the building to look for you.

• Inform OSAS professional staff of your situation (see Staff Contact Information).

• Call your supervisor if they’re not around. Let them know what’s going on.

• Remain in the Evacuation Assembly Point until an “All Clear” signal is given.

Once back in the ALC, cancel any missed appointments (don’t no-show them). Many students see building evacuations as a chance to leave campus, so missed appointments are common. Also, campus traffic is generally bad during and just after an evacuation. Consider this as you make plans to travel to and from campus.

Here is a map and a photo of the Emergency Assembly Point:

j. UW Alerts

You are strongly encouraged to sign up for the campus alert system.  More information and registration instructions can be found at: http://www.washington.edu/safety/alert/

k. Notification times

"Campus-wide closures at UWB will be decided by "class blocks" based on when a class begins. Decisions will be made as close to the target announcement time as the weather allows."

Class Block: Time: Decision to be made by:

Early morning classes 8:00 am to 11:29 am 6:00 am

Daytime classes 11:30 am to 4:29 pm 9:30 am

Early evening classes 4:30 pm to 7:59 pm 2:30 pm

Late evening classes 8:00 pm to 10:00 pm 6:00 pm

Above all, use common sense and stay safe through seasons of dramatic weather. 

Communication Expectations

Interpersonal Communication in the ALC

Work in the Learning Commons is highly relational – we interact with students, peers, mentors, leads, and supervisors on a level that is deeper than transactional. We strive to model healthy communication practices such as active listening, asking questions, direct communication, and maintaining healthy boundaries. Nevertheless, sometimes interactions can feel “off” or unsettling in some way among students, peers, staff, or faculty.  In these situations, feel free to reach out to your supervisor to discuss, problem-solve, and get support.

We encourage peer educators to be professional and friendly to each other. Many relationships you begin at the Learning Commons may extend far beyond your time at work. It is important that the dynamics between consultants remain positive and professional in and out of the ALC. The following behavior with or about other student employees will not be tolerated:

• Gossiping

• Gaslighting

• Triangulating

• Manipulating

• Unwanted Attention

• Harassment

• Personal use of confidential/personal information

Also see General Professionalism. 

Email

It is your responsibility to respond to urgent ALC, QSC, or WaCC emails (“URGENT or Important” or [RESPONSE REQUIRED] in the subject line or set as high priority) within 24 hours. Additionally, all other emails can be answered during your next shift, or the due date provided. Please make sure that your primary email address (the one you check most often) is the one you have on your contact information in the ALC. Email that you receive regarding the ALC is official. Any email that you receive as an employee that asks for some type of action or information to convey, e.g., a response or task to complete.

Categories of work email and expectations

• [Urgent/Important] read and respond as soon as possible OR within 24 hours and you’ll be responsible for the information contained in the email.

• [Response or Tasks Required] read and respond or complete the assigned tasks by the due date in the subject line OR the next shift you’re working - whichever is first. You’ll be responsible for the information in the email

• [Info] pertinent information you should know or will benefit from in this email. No response required

• [Low] low priority. No response required and you’re not responsible for the information

Mobile Phone Use

While on shift at work, consultants are expected to exercise discretion in using personal cell phones. If you carry a cell phone with you, please turn it off or put it on vibrate before entering the ALC. You should never answer your cell phone while in a meeting or working with a student unless it’s an emergency. If you have an urgent call you need to answer, please use your phone out in the hall. Additionally, limit the use of your mobile device while on the clock in the ALC. Be aware of the optics of scrolling through your phone while on shift. You may be asked to put it away.

Microsoft Teams Chat or Discord

You should begin each shift by logging into Discord and checking in on the corresponding day channel. Please keep Discord open for the entirety of your shift so that we can reach you and vice versa. Keep in mind that we do have casual channels specifically for "Fun Stuff;" please try to keep non-work-related conversation here so folks don't have to sort through the work channels to find important information.

Please follow our (a)synchronous communication guidelines:

Be respectful

This means no mean, rude, or harassing comments. Treat others the way you want to be treated.

No inappropriate language

Use of profanity should be kept to a reasonable minimum. Any derogatory language towards any user is prohibited. Swearing is permitted in casual channels only.

No spamming

Do not send a lot of small messages right after each other. These disrupt chat and make it hard to scroll through the server. Please keep your messages at least 5 words long while chatting in group channels.

No offensive names and profile pictures

Keep your names and profile picture appropriate.

Don’t share your personal information

Do not share your personal information or the personal information of other users without their consent. This includes phone numbers, addresses, and any other sensitive information.

Respect others’ privacy

Do not invade the privacy of other users by asking for or sharing their personal information, such as full names, addresses, or social media accounts without their consent.

Keep political and religious discussions civil and respectful

Or avoid them altogether if they are not relevant to the server’s purpose.

Do not intentionally disrupt conversations or create a hostile environment for other team members

This includes trolling, flaming, or excessive arguing.

No public shaming or call-outs

If you have an issue with another user or their behavior, address it privately or report it to a staff member. Do not publicly shame or call out other users in the server.

No sharing of personal or private messages without consent

Do not share the contents of personal or private messages with others without the consent of all involved parties.

On Shift Expectations

Be on time and ready to help students at your scheduled start time. Students and other peer educators (your fellow student staff) depend on your punctuality. If you need a little more time to prepare yourself for your shift, consider arriving early. If you open the center in the morning, it is critical that you arrive on time because the doors unlock automatically, giving anyone access to the expensive equipment we have in the Learning Commons.

Wear your name tag so that students can identify you as a tutor when you are working. When working virtually, make sure you edit your name and add your pronouns in Zoom to add your title so students can identify you as a tutor. Check in with your supervisor, leads, and other peer educators when you arrive. They will often have information you will need on your shift. Using the corresponding day thread, let people know you’re on via Discord.

Check your email, Unit (WaCC, QSC) Outlook, EAB Navigate, and Microsoft Teams or Discord. Look for announcements, assignments, and other important information.  It's a good idea to bookmark these sites for easy access.

Review the Schedule. Look at your schedule in EAB or Google Docs to get an overview of your day. Check your appointments or what sessions are waiting for you and what each student would like to work on.  If you’re unfamiliar with something, ask questions or look up relevant resources.

Always greet students with a smile and introduce yourself.  No matter if you're in person or online, it's important to greet students enthusiastically. If it’s the first time you’ve met, introduce yourself and ask for their name. This helps the student feel more comfortable. 

Here's some other language/ideas to think about besides just smiling -- Consider how you connect with students as they enter the ALC. It's helpful to say hello, introduce yourself and make eye contact with your head up as you welcome them.  Smiling is also helpful if that feels comfortable for you!

Greeting the student in-office when we’re all busy (unlikely). There are times when each tutor is engaged with a student, online or in-person, and your supervisors or leads are not available. Don’t panic. If the ALC Coordinator has sent them over, politely excuse yourself from the student you’re working with and ask the new arrival how you may help them and then. if they have an appointment. If so, please do not ask if they know who their appointment is with. Simply ask their name and look it up for them (keep EAB Navigate open for this reason). Let them know their tutor will be right with them and then notify the tutor that their next appointment is here. If they don’t have an appointment, ask if they are dropping in. If no tutors are available, ask the ALC Coordinator if they are able to schedule them an appointment based on our availability.

Do not try to respond to questions if you are unsure. We’re all learners here and it’s okay not to know something, especially if it means potentially giving wrong information. Remember, every time you ask a question, look up a resource, or work through a problem, you’re modeling this behavior for a student (and getting practice yourself).

Have each student complete the Feedback Form that corresponds to your center. Student comments are a part of your evaluation material. It’s a good idea to have the Google form open on your workstation. We’re still working on a feedback form for Coaching sessions. Stay tuned.

Let folks know where you’re going. Breaks are permitted, encouraged, and sometimes required! If you’re going to step out of the ALC for a moment, let the other peer educators know, or indicate on Zoom that you’re away (there’s an icon for it!). If no one is available, write when you'll be back on the whiteboard. You’re not asking permission, you’re just letting folks know you’re not available for a moment.

Arriving on time for your shift in the Learning Commons and then leaving to go get food, coffee, or other personal errands will also be considered a late arrival. Also see Scheduling Expectations: arriving late

Staff Meetings

As a part of your employment conditions, you are expected to attend staff and training meetings. One exception to this expectation is attending scheduled class meetings. If you have class during the time a staff or training meeting is scheduled, let your supervisor know. You are responsible for communication, seeking out, learning, and complying with policies, completing and submitting work tasks, and/or reaching out to someone who attended. 

After the meeting, contact your supervisor to be paired with other folks who also missed the meeting to complete assigned tasks, and access required material. 

Failure to contact your supervisor will result in an unapproved absence from the staff meeting.

In normal situations, staff meetings will alternate weekly beginning the first week with the full staff and NPCs alternating every week after that. 

Opening Procedures for the QSC

The opening ALC peer educators arrive 5 minutes before the ALC opens to get everything set up and ready for the day. 

The ALC doors unlock automatically when we open. (Call Campus Safety and Security non-emergency if they don’t: x25359.)

• Log onto the check-in computer & Launch Kiosk 

• username: QSCLogin@uwb.edu

• password: Bothell.2018 (case sensitive) → should auto-log on

• Launch EAB Navigate

• Username: uwbqsc@uw.edu

• Password: Bothell.2019

• Go to Kiosk mode, in the bottom right corner of the screen from ‘Additional Modes’

• Select the ‘ALC- Front Desk Kiosk’ location

• Select ‘All Available Services’

• Close any other windows or tabs open and maximize the Kiosk to full screen

Log onto the iPads

• Username: uwbqsc@uw.edu

• Password: Bothell.2019

• Go to Kiosk mode, in the bottom right corner of the screen

• Select the ‘ALC Tutor Tables’ location

• Select ‘All Available Services’

• Close any other windows or tabs open and maximize the Kiosk to full screen

• Take your laptop out and open tabs for the Navigate queue and availability, the QSC current quarter schedule, the coordinator log. All links should be accessible from the QSC Sharepoint. 

• Gather up all the cords and adapters from the iPads. 

• Make sure the iPads are displaying the ALC Tutor Tables Kiosk screens

• Check the coordinator log for any announcements from the last few days. Create a new entry for the day and update it with important notes throughout your shift.

• Track staff being tardy or absent in the coordinator log as needed.

• Check the calculator cabinet for any overdue items and notify the lead coordinator or the QSC supervisor. 

• Check the QSC voicemail (hit Voicemail button, password is 030030)

Opening Procedures for the WaCC

If you are opening the WaCC there are a few things you need to do to get the WaCC student-ready.

• Check the sign is out toward front of room (near QSC coordinator desk)

• Say hi to QSC folks! Especially ALC Coordinator!

• Turn on the lights, or don’t…there’s lots of natural light in the ALC

• Check the voicemail (look for the red light on the phone)

  • • Refer to the ALC Phone Manual for detailed information (need link)

    • WaCC Password: 124124 

    • QSC Password: 030030

• Tidy up tables

• Make sure your workstation is student-ready!  

• The WaCC is ready!

Closing Procedures for the QSC

The closing peer educators should leave together so that no QSC employee remains at the QSC alone after hours. This is for the safety of both our employees and our students. 

• 10 minutes before closing, remind students that we are closing. 

• Log off the sign-in computer (and any other computer in the QSC that was left logged in). Do not shut the computers down, as they often receive updates.

• Tidy up the center (put stray pieces of paper or trash in the recycling or garbage, restock/sharpen pencils, straighten chairs, dust off the tables, wipe down the whiteboards, etc.)

• On Monday evening, please wipe down all the tables with a Lysol wipe

• Monday through Thursday, plug in the iPads and let them charge. On Fridays, leave the iPads unplugged. 

• Lock up the QSC laptop and checkout binder in the black cabinet. The check-out binder has student records in it and must be locked up at the end of the night. 

• Close all open windows.

• Turn off all lights. 

• The doors will lock automatically at closing (Double check if the door is locked before leaving). Any time after that, card swipe access is necessary. 

• Check the coffee pots and water heaters are off.

Closing Procedures for the WaCC

If you are closing the WaCC there are few things to button the center up.

Check to make sure no students are not attended to (like in QSC area)

IF YOU FIND SOMEONE LURKING--Let them know the ALC is closed

• Call Campus Safety if you feel they are unwilling to leave (2-5359)

• Leave the center-yes, if you feel unsafe, leave-wait until Campus Safety arrives to continue closing procedures.

Turn off the lights

Make sure each computer has been logged out - don’t turn them off!

• Turn the monitors off

Make sure the door is closed and locked!

Leave!

If you have no appointments, and you’d like to close early:

Closing early means fewer than 120 minutes. 

Remember, there must be two employees in the center at all times.

Talk to your co-workers in the ALC! If one of you has an appointment, and the other does not, you cannot leave. 

Agree to leave at a certain time - then block yourselves in EAB so students can't make an appointment.

Text your supervisor to let him know you are leaving!

• Call Campus Safety to lock the door! (2-5359) If there are no other employees still working

Campus Safety can lock the door from their office, so tell them where you are (UW2-030) and what time you are leaving.

• Record the hours you actually worked in Workday, and that you left early.

Campus Safety can confirm for us when the door is locked in the evening. If the time sheet reads differently, you need to talk to your supervisor.

Don’t abuse this policy! We all love going home early but sometimes we have late walk-in students. 

Downtime Expectations

There will be times when you are not providing direct support to students (via conferencing, tutoring sessions, class visits, workshops, etc.). You are expected to use this time for the benefit of the center and your ongoing professional development. Supporting students is always our priority.  Non-tutoring time is simply that: time that you would otherwise be working with students. Training, projects, conversations, and even tasks given from a direct supervisor are secondary tasks to helping students. 

Appropriate Use of Time

Use your downtime to complete administrative duties, check and respond to work-related emails, stock workstation supplies & handouts, and make sure the ALC is tidy.

Projects will be assigned regularly, and you will often be given a firm deadline to complete these projects. If you do not have something to work on, check in with your supervisor and we’ll help you find a way to use your time productively.

Inappropriate Use of Time

It is not okay to use your cellphone for extended periods of time, or be on non-center related websites like Facebook, YouTube, etc., nor is it okay to spend copious amounts of time chatting about non-work-related topics with your co-workers. Only in special circumstances, and with permission is it okay to do homework while on the clock.

Inappropriate Conversation

Please remember to keep conversational content appropriate. Use common sense to determine what is appropriate or not. It's one thing to have one or two folks that consent to a given topic but remember those in the periphery who did not consent to the conversation and will be impacted by the tone, content, or energy. If you don’t have common sense or are unsure, change the topic or take it out of the ALC. See General Professionalism

General Professionalism

Introduction

Professionalism in the ALC fosters a positive and productive learning environment. It also prepares for work outside the University. Conversely, inappropriate or unprofessional behavior is disruptive and unproductive.  Of course, it is impossible to identify all standards of conduct that are unacceptable. Peer educators will use common sense and good judgment during their time in the ALC. If you notice unprofessional behavior in the Learning Common, consider asking them to change the behavior or inform a lead or supervisor. If you have questions about professional demeanor, please talk to your supervisor.

Professional guidelines

Store coats, backpacks, and/or computers in appropriate places

• Let other peer educators know if you are stepping out of the ALC (even for a moment)

• Keep work areas clean for working with students and free of clutter or personal belongings.

• Be respectful of studying and ongoing conferences and sessions in the ALC

• Maintain a professional and appropriate rapport with students and colleagues

• Encourage other peer educators to adopt these practices through modeling

While it’s okay to check your phone occasionally while in the ALC, be aware of how it looks to students, other peer educators, and faculty who might be visiting the center. It is not appropriate to check your phone while working with a student or be actively on your phone while in work meetings.

Unscheduled Time in the ALC

We want our workplace to be a place of engagement, learning, and appropriate fun. Remember, it's important to be aware of your volume level and your conversation content while in the LC. There are times when the sound level becomes distracting for those tutoring, studying, or those on shift. Yes, you’re welcome to use this space to eat, study, and chat with friends (within reason). When using the ALC for a place to study/break between classes, please be aware of your conversation volume & content and throttle them appropriately.

Employment & Payroll Policies

Payroll Procedures

Check for emails about timesheet due dates. Pay periods are the 1st-15th, and the 16th-the last day of the month. Paydays are usually the 10th and 25th of each month. Submitting timesheets after they’re due (your supervisor will send many emails) will delay your pay to the following pay period.

Workday and Duo 2FA

Your time sheet can be accessed through Workday. The link to Workday is found by navigating to your MyUW page and clicking on Employment and then Workday. You are responsible for knowing how to use this system. For more information about the online time sheet you may visit: https://isc.uw.edu/ 

Two-factor authentication is required to log in to Workday. To learn more about using Duo 2FA with Workday, visit: https://isc.uw.edu/support-resources/using-workday/using-2fa-with-workday/. For support, call Seattle UW IT at (206) 221-5000. If you change mobile phones, you’ll need to call UW IT to have the push transferred to a new phone. It’s easy.

Recording Time

Timely Timesheet Submission

Each consultant is responsible for accurately recording the hours worked in Workday at the end of each shift worked. It is essential that this information be accurate and reflects the hours you actually worked. 

Off Schedule Working Hours

If you are working outside of the WaCC and scheduled time e.g., staff meetings, workshops, and off-campus onlines, please add a note in Workday detailing what you did for the time you are recording on your timesheet.

Rounding Time

The ALC uses a 7-minute policy in rounding time to the quarter-hour on your timesheet. You should not record your time to the minute.

• If you are clocking in or out within the first 7 minutes of the interval, round down to the nearest quarter hour.

• If you are clocking in or out within the last 8 minutes of the interval, round up to the nearest quarter hour.

• For example, if you leave your shift (approved, of course) at 6:08, your time would be rounded to 6:15. If you leave your shift (also approved) at 12:07, you would record your time out at 12:00.

Breaks

If you work more than 5 hours, it is state policy that you take a 30-minute unpaid break.  Please note this on your timesheet accordingly.

Maximum Weekly Hours

Student employees may work a maximum of 19.5 hours a week on campus.  If you have more than one job on campus the combined total hours worked cannot exceed 19.5. Students on a work study program may not exceed 19 hours per week and their total award.

Direct Deposit

Every hourly employee must be signed up for direct deposit. 

Honesty

You must not include unpaid breaks, time you arrived late, or left early (with proper approval). Making sure that your time sheet is correct, complete and on time is important to receiving your paycheck on time.

Sick Time

Your union, UAE 4121, has bargained sick time for your position. You accumulate this time at 40:1. You may use your accumulated sick time as appropriate by logging it in Workday. If you have questions, please ask.

Questions

Direct your payroll/human resources questions to your supervisor. Your supervisor is your direct contact person for any employment related questions.

UW Employment Policies

Below are some of the policies we believe are important for all employees to know and understand. Please visit http://www.washington.edu/admin/hr/polproc/ for a complete list of all UW employee policies.

Non-Discrimination Policy     

In conformance with Federal and State law, the University of Washington shall not discriminate against any person because of race, color, creed, religion, national origin, sex, age, marital status, disability, or status as a disabled or Vietnam era veteran. Discrimination on the basis of sex, gender identity, or sexual orientation is also a violation of this policy. By Executive Order 31, Section 1:  http://www.washington.edu/admin/rules/policies/PO/EO31.html#1.

Affirmative Action Policy

The University is committed to having a diverse faculty, staff, and student body. The University will take affirmative action to: employ qualified American Indians/Alaska natives, Asian/Pacific Islanders, Blacks, Hispanics, women, persons age forty and over, Vietnam era and disabled veterans, and persons with disabilities in University positions where they are underutilized. By Executive Order 31, Section 2: http://www.washington.edu/admin/rules/policies/PO/EO31.html#2.

Sexual Harassment and Workplace Violence

The University of Washington takes both issues very seriously so please read the given brochures you will receive after the Academic Services training. The University of Washington policy prohibits all forms of sexual harassment. The University will carry out a thorough investigation, protecting the rights of both the person complaining and the alleged harasser.

As an employee, if you witness or hear someone say he/she has been sexually harassed or experienced violence in the workplace it is your duty to notify the supervisor on site as soon as possible. If you hear of someone who is talking about committing sexual harassment or workplace violence, these instances must also be reported. An example of this is if you hear a student talking about injuring a professor. It is possible that the student is just blowing off steam but use your best judgment. If you are unsure, talk with the supervisor and they will help to decide what actions need to be taken. If you do not feel comfortable speaking with the supervisor or they are not available, please contact Human Resources (425-352-5462) or the University Ombudsman (425-352-5238).

All staff members are required to report to their supervisors any complaints of discrimination and/or harassment or sexual harassment they receive. In addition, staff members are encouraged to inform their supervisors of inappropriate or discriminatory workplace behavior they observe. (Executive Order 31, Section 7: http://www.washington.edu/admin/rules/policies/PO/EO31.html#7

If you encounter a situation where you want support, such as from Erik or the Leads, but do not feel comfortable saying so directly, tell someone on staff to get “the red folder.” This is the ALC’s code for “Help, I need/want support/I’m feeling unsafe…”

What To Do If You Are Injured on The Job

If you are injured on the job, you must follow these simple steps:

• OBTAIN first aid or other necessary medical treatment as soon as possible.

• NOTIFY your supervisor about the injury and the way in which it occurred, as soon as possible. An injured employee who fails to inform his or her employer, in writing, within 30 days after the date of the accident causing the injury, may lose the right to workers' compensation benefits.

• COMPLETE a claim for workers' compensation on Form C-3 and mail it to the nearest office of the Workers' Compensation Board, if there is lost work time.

The Washington State Department of Labor and Industries requires employers to record work related injuries and illnesses. The University of Washington also finds that data and information contained in the records of incidents, injuries, and illnesses are essential to maintain an efficient and successful safety program. They supply the facts necessary to develop programs and procedures that can control both the conditions and acts that contribute to incidents. Therefore, report all work-related injuries and illnesses or near miss incidents to your supervisor as soon as possible. For more information please see the Environmental Health and Safety website at: Accident and Injury Reporting | EHS (washington.edu)

UW Bothell COVID Guidelines

UW COVID policies are ever updated and changing. Please see the link below for up-to-date information and policies

COVID-19 Health and Safety | EHS (washington.edu)

Tutor Code of Ethics

The following list comes directly from The National Tutoring Association Tutor Code of Ethics.

I understand that my role as a tutor is to enable students to do their own work using the best learning approach possible.

I will provide honest feedback in the form of positive praise and/or constructive suggestions to the students I serve in a manner that will be beneficial to their overall learning.

I will demonstrate faith in my student's learning abilities.

I understand that my relationship to the student is professional and not personal.

I will show respect for my student's cultural background and personal value system.

I recognize that I may not have all the answers to student questions. In this event, I will seek assistance in finding answers to the student's questions and/or direct the student to an appropriate resource for the information.

I will maintain accurate records of tutoring sessions as expected and required.

I will respect my student's personal dignity at all times.

I will be on time for tutoring appointments, not only out of courtesy, but to be a good example for my student to follow.

I will keep information about the student whom I am assigned confidential.

I understand that my ultimate goal is to assist my student in discovering how he or she best learns and to help my student develop the skills to achieve his or her best educational outcome.

I will share any concerns I have with my supervisor.

I expect to learn along with my student.

I will keep current in both my subject area(s) and learning methodologies.

I will remain flexible to my approach to student learning, respectful of the various learning styles and preferences.

I will share techniques for improved study skills with my students.

Academic Conduct Guidelines

The Academic Learning Commons is committed to upholding the academic integrity of UW Bothell. Below are the basic definitions of the four behaviors that fall under Academic Misconduct. Examples of these behaviors can be found on the Student Conduct page of the UWB website: https://www.uwb.edu/studentaffairs/studentconduct/academic-misconduct.

The University of Washington’s Student Conduct Code is Washington Administrative Code 478-120 and can be found in its entirety at: http://apps.leg.wa.gov/WAC/default.aspx?cite=478-120&full=true

Definitions of Academic Misconduct:

• Cheating: Giving or receiving unauthorized assistance, or intentionally using or attempting to use unauthorized materials or information.

• Facilitation: Helping or attempting to help another student to violate any part of the University of Washington Student Conduct Code, regardless of whether such help is intentional, or failing to call attention to known violations of the Code.

• Plagiarism: Intentionally or unintentionally using another person’s original words, ideas, or research, including materials found on the Internet, in any academic exercise without properly crediting that person.

• Fabrication: Creating false information or data and presenting it as fact (UW Bothell Student Handbook, 2021-22, p. 35-36).

Use of Artificial Intelligence (AI) and and/or online learning assistance (OLA)

Please be aware that the UW Tri-campus system (at the time of this writing 9/23) had no policy against using Artificial Intelligence, in its known forms, e.g., CHAT GPT 3, Chegg, etc. Professors are free to establish their own policy regarding the use of A.I. in their classes.

Guidelines for Avoiding Academic Misconduct 

Be honest at all times and act respectfully toward others. Do not seek unfair advantages over others by cheating, facilitation, plagiarism, or fabrication.

Encourage others to behave fairly and to respect ethical academic conduct. Accept responsibility by refusing to assist others’ misconduct. Recognize that you should make an effort to report clear cases of academic misconduct when you have witnessed them. (UW Bothell Student Handbook, 2001-02 p. 34).

How to Report Academic Misconduct

Keep in mind that we're not the plagiarism police. That said, if you're uncomfortable with a studnt's work, tell Erik what you saw or heard that makes you suspect that a student has or intends to perform academic misconduct. Erik may submit an “Incident Report” to the Office of Student Affairs online at https://uwb-advocate.symplicity.com/public_report/index.php/pid189268.

Job Descriptions

QSC Coordinator 

General Overview 

Our goal at the University of Washington Bothell Quantitative Skills Center (QSC) is to help students build confidence in their quantitative skills. This makes our coordinators an integral part of our team as they set the tone for the center. Our coordinators assist students who visit QSC and manage the electronic queue. 

Educational Benefits

Personal and professional development opportunities include deepening communication, organization, negotiation and leadership skills. Experience in the QSC helps prepare students for working in professional settings or leadership roles.

Typical Duties and Responsibilities 

QSC Coordinators report to the Manager of the QSC and work closely with other QSC staff. Coordinators are expected to: 

• Maintain a positive and professional attitude

• Welcome and assist students

• Respond to inquiries regarding QSC services

• Manage the electronic tutoring queue

• Schedule online tutoring sessions

• Coordinate tutor schedules for special events, trainings, and meetings

• Manage student resource and checkout system

• Maintain office supply inventory

• Attend mandatory trainings

• General administrative tasks

• Other duties as assigned

Minimum Qualifications 

• Strong interest providing quality customer service to peers

• Possess excellent problem-solving skills, and be able to balance several duties at one time

• Currently enrolled student at UW Bothell in good academic and behavioral standing 

• Excellent communication and interpersonal skills; ability to work with diverse students, coworkers, supervisors and others in a friendly, courteous manner

• Ability and desire to work independently, take initiative, and manage projects

• Able to commit for at least one academic year

• Attend mandatory staff meetings (held on select Fridays from 9:00-10:00 am or Thursdays from 3:30-4:30pm)

• Proficiency with Microsoft Word or Google Docs

Desired Qualifications

• Customer service experience

• Good public speaking skills

• Familiarity with Microsoft or Google office products, and graphic design software

QSC Peer Tutor

General Overview 

Our goal at the University of Washington Bothell Quantitative Skills Center (QSC) is to help students build confidence in their quantitative skills. Our peer tutors at the QSC enjoy quantitative subjects and are enthusiastic about helping others!  The QSC assists students in understanding quantitative course content and projects involving quantitative reasoning across the disciplines. 

Educational Benefits

Personal and professional development opportunities include: improving quantitative reasoning; strengthening communication skills; gaining strategies for working with a diverse student population;  improving negotiation skills, and developing leadership capacities. Experience in the QSC prepares students for future professional and leadership roles. 

Typical Duties and Responsibilities 

• QSC Peer Tutors report to the Manager of the QSC and work closely with other QSC staff. Peer tutors are expected to: 

• Assist students with homework assignments, exam review, quantitative techniques, using quantitative software, data and graphical analysis, and understanding quantitative concepts.

• Welcome and support students as needed

• Attend, and participate in, regular tutor development meetings.

• Complete tutor development assignments including shadowing; reviewing tutoring techniques and best practices; evaluating recorded tutoring sessions; and setting and completing individual learning goals.

• Attend occasional meetings with faculty about course topics and goals.

• Mentor and support new tutors.

• Model best practices in tutoring and professional behavior.

• Various other duties and projects as assigned by the Manager or Director.

Minimum Qualifications 

• Strong interest in quantitative content and passion for mentoring others

• Currently enrolled student at UW Bothell in good academic and behavioral standing

• Must have have completed at least the introductory courses for the content you would like to tutor (eg. if interested in tutoring in Biology, you must have completed at least Bio I, Bio II, and Bio III)

• Excellent communication and interpersonal skills; ability to work with diverse students, coworkers, supervisors and others in a friendly, courteous manner

• Able to commit for at least one academic year

• Attend mandatory staff meetings, generally held on select Fridays from 9:00 to 10:00 or Thursdays from 3:30-4:30pm

• Proficiency with Microsoft Word and Excel

Desired Qualifications

• Ability to work independently, take initiative, and manage projects

• Good public speaking skills

• Familiarity with Microsoft or Google office products, and graphic design software 

Peer Writing Consultant

General Overview

Peer Writing Consultants at the University of Washington Bothell Academic Learning Commons (ALC) offer tutoring services to UW Bothell students. We do so through individual conferences and tutoring sessions, group workshops (within and outside of scheduled courses) and peer groups. Individual conferences and sessions may happen in-person, on Zoom, or for writing, through our online submission portal (asynchronous). Our goal is to help students become stronger, more confident, and effective writers and communicators.

Peer educators are also responsible for completing projects related to educational outreach, marketing, and/or facilitating. These tasks have included, for example, visiting classes to publicize our services, and assisting with peer review or study review sessions.

Educational Benefits

Personal and professional development opportunities include deepening communication skills, multi-disciplinary study, negotiation, conflict resolution, public speaking, attending and presenting at regional conferences, contributing to the campus culture, and publishing opportunities. Many peer educators find they feel more comfortable working in a professional setting because of these experiences.

Typical Duties and Responsibilities

• Peer Writing Consultants report to the Assistant Director of the WaCC and work closely with other consultants, staff, and faculty.

• Confer with students face-to-face, on the phone, and online to provide feedback on assignments, ideas, outlines and drafts of papers

• Support student writers with all aspects of reading, writing and presentation processes

• Receive and participate in continued training in writing and tutoring pedagogy and practice

• Assist with research and assessment tasks

• Collaborate in planning, publicizing and implementing WaCC activities and programs

• Market services to students through class presentations, flyers, posters, etc.

• Other duties as assigned

Minimum Qualifications

• Strong interest in writing and passion for mentoring others

• Solid command of the academic writing process and the nuances of grammar

• Currently enrolled student at UW Bothell in good academic and behavioral standing (3.0 GPA minimum)

• Excellent communication and interpersonal skills; ability to work with diverse students, coworkers, supervisors and others in a friendly, courteous manner

• Able to commit for at least one academic year

• Attend all mandatory staff meetings for the first year of training

• Proficiency with Microsoft Word or Google Docs

Desired Qualifications

• Ability and desire to work independently, take initiative, and manage own projects

• Customer service experience

• Good public speaking skills

• Familiarity with spreadsheet and presentation applications

• Maintain a growth mindset 

• Practice in giving and receiving feedback

• Strength in asking for support and asking questions!

Peer Facilitator

General Overview

Our goal at the University of Washington Bothell Quantitative Skills Center (QSC) is to help students build confidence in their quantitative skills. Our peer facilitators at the QSC enjoy quantitative subjects and are enthusiastic about helping others!  The QSC peer facilitators work within a faculty classroom setting assisting students in understanding course content and building learning and quantitative reasoning skills.

Educational Benefits

Personal and professional development opportunities include: improving quantitative reasoning; strengthening communication skills; gaining strategies for working with a diverse student population; improving negotiation skills, and developing leadership capacities. Experience in the QSC prepares students for future professional and leadership roles.

Typical Duties and Responsibilities

• QSC Peer Facilitators report to the Manager of the QSC and work closely with other QSC staff. Peer facilitators are expected to:

• Assist students with course content within a classroom setting, under the guidance of the course faculty member

• Welcome and support students as needed

• Attend, and participate in, regular staff development meetings.

• Complete peer facilitator development assignments including shadowing; reviewing peer facilitating techniques and best practices; evaluating recorded peer facilitating sessions; and setting and completing individual learning goals.

• Attend occasional meetings with faculty about course topics and goals.

• Mentor and support new peer facilitators.

• Model best practices in peer facilitating and professional behavior.

• Various other duties and projects as assigned by Manager or Director.

Minimum Qualifications

• Strong interest in quantitative content and passion for mentoring others

• Currently enrolled student at UW Bothell in good academic standing

• Must have have completed at least the introductory courses for the content you would like to peer facilitate (eg. if interested in Peer Facilitating in Biology, you must have completed at least Bio I, Bio II, and Bio III)

• Excellent communication and interpersonal skills; ability to work with diverse students, coworkers, supervisors and others in a friendly, courteous manner

• Able to commit for at least one academic year

• Attend mandatory staff meetings, generally held on select Friday mornings

• Proficiency with Microsoft Word and Excel

Desired Qualifications

• Ability to work independently, take initiative, and manage projects

• Public speaking experience

• Familiarity with Microsoft or Google office products, and graphic design software