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    Are We Speaking The Same Language? International Students and Academic Libraries
    (2011-05-05) Tchangalova, Nedelina
    International students are a significant and growing population at the University of Maryland – College Park. With more than 3,600 international students or 10 percent of the students who enrolled at the University of Maryland (UM) on campus in 2010, we have over 150 different countries represented in our university community, placing the university among the top 20 U.S. universities serving international students. Different departments on campus work together in helping students to adjust to the university life while they are facing cultural difficulties, language barriers and social isolation. The presenter will share professional experience in working with international students and will suggest ways to welcome them into the libraries and to empower them with a library skills set through library orientations, bibliographic instruction, mentoring and employment opportunities. In response to the special needs of the international students, to help them cope with their language and social life adjustment challenges, UM librarians partner with the Office of International Education Services Department to host International Coffee Hour at the beginning of each semester and to provide an informal setting where students can meet librarians and learn about library services in a relaxing atmosphere.
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    Hands-on Learning for Freshman Engineering Students
    (Issues in Science and Technology Librarianship, 2003) Arnold, Julie; Kackley, Robert; Fortune, Arnold
    Formal library orientation sessions for freshman engineering students have been offered for more than seven years by librarians in the Engineering and Physical Sciences Library (EPSL), University of Maryland. Approximately 800 students per year attend these sessions. The sessions are conducted in the library and are required by all students enrolled in ENES 100 (Introduction to Engineering Design). In the spring of 2001 the orientation sessions were reformatted based on comments contained in short surveys completed by students at the end of each session. The format was changed from completely lecture-based to a more interactive session entitled "EPSL Expedition." In addition, during this same semester, librarians volunteered to rewrite and update the chapter on "Library Research Skills" for the course textbook, Introduction to Engineering Design by James W. Dally. This paper will attempt to answer the following question: Do freshman engineering students learn and retain more information through an "interactive" orientation session than they do from a "lecture" based session?