2 SUSTAINABLE ONLINE LIBRARY SERVICES AND RESOURCES as six other cities and towns (United States Census Bureau, n.d.). Central Piedmont is one of the two largest community colleges in North Carolina and is one of the fifteen largest employers in Mecklenburg County (Char- lotte Regional Business Alliance, 2018). Central Piedmont offers almost 300 programs of study, including associ- ate’s degrees, middle college for high school students, and GED. It also offers robust corporate and continuing education programs. Each year, about 43,000 students are enrolled in college-credit programs, with an additional 12,500 enrolled in continuing education courses. Student demographics include approximately 3,000 international students representing 152 coun- tries, more than 1,000 military veterans, and 900 middle college high school students (Central Piedmont Community College, n.d.). Central Piedmont has libraries at six campuses throughout the county. Each library location has at least one full-time librarian. The library depart- ment includes a total of 43 employees (30 full-time and 13 part-time). In addition to the six traditional libraries, the paralegal program has a separate law library that is staffed by library personnel. In the spring of 2022, the law library will be absorbed into a brand-new library on the Central campus and will no longer be a separate entity. HISTORY OF THE TRAINING COMMITTEE AND TRAININGS PRIOR TO COVID-19 The Central Piedmont library system has had a training committee since the summer of 2016. This committee is composed of library employees at the college and includes representatives from multiple campuses as well as both professional and classified (paraprofessional) staff. The training com- mittee originally had three primary charges: Creating onboarding processes for full-time and part-time staff Creating a cross-training program to allow staff to become familiar with the library at a campus that is not their home campus Addressing ongoing training needs of library staff (including topics such as collection development, policy changes, and accessibility tools) Prior to the pandemic, the majority of training provided by the training committee was in-person training on Fridays at the Central campus. As the slowest day of the workweek, many departmental meetings were scheduled on Fridays, and the full-time staff from other campus locations came to Central. Typically, three Fridays per semester were designated as training days. The training committee determined what trainings were needed and scheduled accordingly, often offering both a morning and an afternoon ses- sion to allow for coverage of the service desks. While this worked to an extent, there were challenges. First, there was no great way to record these
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