DRUM - Digital Repository at the University of Maryland

DRUM collects, preserves, and provides public access to the scholarly output of the university. Faculty and researchers can upload research products for rapid dissemination, global visibility and impact, and long-term preservation.

 
Submit to DRUM

Submit to DRUM

To submit an item to DRUM, login using your UMD credentials. Then select the "Submit Item to DRUM" link in the navigation bar. View DRUM policies and submission guidelines.
Equitable Access Policy

Equitable Access Policy

The University of Maryland Equitable Access Policy provides equitable, open access to the University's research and scholarship. Faculty can learn more about what is covered by the policy and how to deposit on the policy website.
Theses and Dissertations

Theses and Dissertations

DRUM includes all UMD theses and dissertations from 2003 forward.

List of Communities

Collections Organized by Department

UM Community-managed Collections

Recent Submissions

Thumbnail Image
Item
Behavioral and Neurophysiological data from 6-odor discrimination learning task
(2025) Hart, Evan E; Bahena, Lisette; Schoenbaum, Geoffrey
Thumbnail Image
Item
A Content Analysis of Engineering LibGuides, Research in Progress
(2025-06-17) DiCiesare, Leah; Weiss, Sarah
LibGuides, a content management system provided by the Springshare company, is a commonly used tool for aggregating library resources by topic. While their use is practically ubiquitous in academic libraries, the content, layout and pedagogical approach of these guides varies widely. Before making a concerted effort to update and improve the engineering LibGuides at our university, we are conducting a content analysis to discover current trends in the composition of engineering LibGuides at other R1 institutions. In this work in progress, we have started with an analysis of the Chemical Engineering guides to gain insight into their contents and make decisions to guide the further data collection of our entire data set. In addition to surveying the specific content included in these guides, we will analyze how it is presented pedagogically; whether it is user-centered or learner-centered. Our study considers LibGuides from 50 R1 institutions, including the top 20 from the US News and World Report 2023-2024 Best Engineering Schools and a random sample of 30 other institutions. Each guide analyzed was saved as a PDF in the summer of 2024 and uploaded to NVivo for coding of the layout, content, and pedagogy used in the guide. This presentation will discuss our findings thus far and how we will use this pilot analysis to move forward with the full analysis; in particular, the goal is to optimize the coding process and address any issues that arise and adjust our study accordingly. By examining the pedagogical approach behind these guides we can identify areas where they can be better aligned to meet the needs of our students, ensuring that resources are not only accessible but also supportive of their learning experience. This addresses Equitable Access to Information and Library Services and Transforming Libraries, which are both ALA Key Action Areas. In addition, by using a systematic method of analysis we are not allowing our personal beliefs to interfere with our research results.
Thumbnail Image
Item
A Brief History of STEM Libraries at UMD
(2025-06-11) DiCiesare, Leah
Library spaces, practices, and trends have changed dramatically since the University of Maryland (UMD) was founded in 1856. This new project is looking at how the STEM libraries at UMD started, changed, and came to be what they are today while also looking at the greater contexts of library trends. This short presentation will present a brief overview of the history of the STEM libraries at UMD and some major points of interest.
Thumbnail Image
Item
Teaching Social and Environmental Justice Through the Bande Dessinée
(American Association of Teachers of French, 2024) Bezilla, Charlee
This article provides concrete strategies for integrating discussions of colonialism and environmental justice in intermediate and advanced French language classes. It focuses on the graphic novel Tropiques toxiques (2020) by Franco-Guadeloupean author Jessica Oublié, which investigates the origins and ongoing impacts of the chlordecone pesticide scandal in Guadeloupe and Martinique using a first-person, documentary-style narrative. Through activities analyzing the interplay between text and image, along with addressing the historical context, this work can help students make connections between environmental and social justice issues faced by cultural groups across national boundaries while honing their linguistic skills and mastery of grammatical structures.
Thumbnail Image
Item
Inequality beyond standardized tests: Trends in extracurricular activity reporting in college applications across race and class
(Sage, 2024-12) Park, Julie J.; Kim, Brian Heseung; Wong, Nancy; Zheng, Jia; Breen, Stephanie; Lo, Pearl; Baker, Dominique J.; Rosinger, Kelly; Nguyen, Mike Hoa; Poon, OiYan A.
For years, discussions on inequality in college admissions have addressed standardized tests, but less is known about inequality in nonstandardized components of applications. We analyzed extracurricular activity descriptions in 6,054,104 applications submitted through the Common Application using natural language processing methods. Overall, White, Asian American, wealthier, and private-school students reported more activities, top-level leadership roles, and distinctive accomplishments (e.g., honors and awards). However, there was little to no difference in the percentage of activities with top-level leadership roles for different racial/ethnic groups. Disparities decrease when controlling for key variables, but salient differences related to race and class remain. Findings do not necessarily support a return to required standardized tests or ending consideration of activities in admissions. Implications are discussed.