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3rd Personal Librarian and First Year Experience Library Conference: Schedule

Complete Schedule Coming Soon!

We are working to update the schedule as speakers are confirmed. You will find below the topics for the confirmed breakout sessions, lightning rounds, and posters. The daily schedule will be finalized in early 2018. Please check back for updates.

7:30 am - 9:00 am | Registration

7:30 am - 9:00 am | Breakfast

9:00 am - 9:30 am | Welcome & Opening Remarks

9:30 am - 10:30 am | Opening Keynote

10:30 am - 10:50 am | Break

10:50 am - 11:40 am | Breakout Session #1

11:40 am - 12:40 pm | Lunch

12:40 pm - 1:30 pm | Plenary Session: Supporting Underrepresented Minority (URM) Transition with Peer Mentors During the First Year

1:30 pm - 2:00 pm | Posters & Vendors

2:00 pm - 2:50 pm | Breakout Session #2

2:50 pm - 3:10 pm | Break

3:10 pm - 4:10 pm | Lightning round #1

4:10 pm - 4:50 pm| First Day Closing Keynote: Rick Bischoff

5:00 pm - 8:00 pm | Reception
Conference Networking Reception to take place at the Cleveland Botanical Garden | Food and drinks will be served | Free access to all gardens and special exhibits.

Lose yourself in 20 unique gardens lush with dazzling colors, textures, and fragrances designed to inspire, restore, and invigorate. Explore across the continents from the Costa Rican rainforest to the Madagascar desert biomes inside the Eleanor Armstrong Smith Glasshouse. You’ll find “upside down” baobabs, bottle-shaped pachypodiums, a colossal strangler fig, 50 different types of butterflies, birds, reptiles and amphibians from one balanced ecosystem to the next.

The reception is sponsored by Credo ReferenceFYE Innovation Award winners will be recognized tonight.

7:30 am - 8:30 am | Breakfast

8:30 am - 9:30 am | Lightning Round #2

9:30 am - 9:40 am | Break

9:40 am - 10:30 am | Breakout Session #3

10:30 am - 10:40 am | Break

10:40 am - 11:30 am | Breakout Session #4

11:30 am - 12:30 pm | Lunch

12:30 pm - 1:20 pm | Plenary: Student Panel

1:20 pm - 1:35 pm | Break

1:35 pm - 2:35 pm | Lightning Round #3

2:35 pm - 3:35 pm | Closing Keynote

3:35 pm - 3:40 pm | Wrap-up Comments

3:40 pm - 5:00 pm | Optional Roundtable Discussions

Brought to you by

Important Dates

Registration Opens: November 10, 2017

Registration Closes: March 2, 2018

Conference Dates: March 21-22, 2018

Contact

Phone: (216) 368-2992

Brian Gray
Team Leader of Research Services
brian.c.gray@case.edu

E. Gail Reese
Associate Director for Public Engagement and Library Administration
gail.reese@case.edu

 

Partnering with Student Affairs:  A Roadmap for Orientation, First-Year Success, and Beyond 
Jason Snyder, Librarian/Manager of Communications and Outreach, Bucknell; Benjamin Hoover, Evening Library Services Specialist, Bucknell
 
One of the primary ways libraries can ensure successful, relevant first-year programs is by partnering with divisions of Student Affairs and other student-focused campus entities, whose knowledge of young adult learning and development offer insight into students’ needs and mindsets. At Bucknell University, we’ve partnered with the Division of Student Affairs to create opportunities well beyond New Student Orientation.  As a result of this partnership, our enhanced first year programs are more informed and intentional. This presentation will explore the evolution of our orientation and first year programming, and how we built our collaborative relationship with Bucknell’s Division of Student Affairs.

Library Integration with First Year Experience Faculty
Mary Hricko, Library Director, Professor - University Libraries, Kent State University – Geauga Campus
 
First Year Experience faculty who lack information literacy skills often teach their students ill-advised research habits that First Year Experience librarians must resolve. This presentation will examine ways in which First Year Experience librarians can address this challenge and develop a consistent information literacy instruction program that enlists all First Year Experience faculty. 

You Can Win ‘Em All: Library Instruction Services for Small ESL Programs
Elizabeth Marcus, Undergraduate Experience Librarian, Western Carolina University


While providing effective library instruction services for any English as a Second Language (ESL) programming can be difficult, small ESL programs bring their own unique challenges. The presentation will discuss assessment of library instruction services for international students in Western Carolina University’s Intensive English Program (IEP). After observing these classes for several months, creating a curriculum map to identify course objectives and research goals, and investigating best practices, collected data was used to customize instruction for each IEP course.  Presentation attendees will take away practical tips for assessing and improving their own instruction services for ESL students.


Opening Act: Putting on a Music Festival-Themed Student Orientation
Katy Kelly, associate professor and coordinator of marketing and engagement, University of Dayton
 
Looking to create an event lineup that speaks volumes to new students about what matters most to them? Learn how one library repurposed a popular festival’s iconic logo and vibe into “Roeschella,” a creative orientation event featuring music, games, snacks and library services presented at “stages.” The event has introduced more than 1,500 first-year students to the library every year since 2016. This session will highlight the most popular games and activities that engaged students with services, collections, spaces and events as well as the successful staff-driven planning and feedback model. Ultimately, attendees will visualize how the planning and assessment of this rocking orientation can transform the library experience. 

Perceptions of First-Year Students: How to Be Better Advocates
Callie Wiygul Branstiter, Undergraduate Engagement Librarian, University of Kansas; Lindsay Inge Carpenter, First Year Experience Librarian, University of Maryland; Charissa Powell, Student Success Librarian, University of Tennessee 
 
Have you ever heard a colleague perpetuate negative stereotypes about first-year students? Referring to students as “lazy” or “clueless”? There have been several high profile cases of higher education professionals crossing the line from privately venting to publicly shaming students online. These types of conversations are steeped in harmful assumptions that have their roots in white supremacist, classist, and sexist thinking. This panel will discuss strategies to constructively challenge these comments and mindsets. Attendees will leave with an understanding of how to manage conflict and how to apply a growth mindset towards first-year students.

Partnering with Student Employees for First Year Instruction Success
Teresa Williams, Business Librarian, Butler University; Amanda Starkel, Information Commons Librarian, Butler University
 
At Butler University we have successfully integrated peer teaching into first-year courses by pairing trained student employees with librarians to provide information literacy instruction and research consultations. During our presentation, we will share testimony from student employees who have been involved in instruction. These students will discuss how their experiences contributed to their professional growth and deepened relationships with librarians. We will also present on the many benefits of this endeavor, and conclude with practical advice for preparing student employees to support library instruction efforts with first-year courses.  

Librarians in the Lead: Redesigning the First Year Experience Curriculum from Scratch at a Liberal Arts College
Rachel Sanders, Instructional Design and Assessment Librarian, Guilford College
 
Librarians were asked to take the lead in redesigning the curriculum and syllabus for the FYE course, which is a requirement for all new students. This effort involved extensive work in instructional design, assessment, digital pedagogies, and content delivery strategies. This session will focus on tips for creating a course from scratch for FYE programs, examples of librarians testing and assessing our efforts, and future aims and strategies.

Engaging Second-Year Students in Transformational Learning Experiences
Elizabeth "Beth" L. Black, Undergraduate Engagement Librarian, Associate Professor, Ohio State University
 
First-year programs alone are not enough to create the supportive campus environment needed for student success and engagement. Ohio State University undertook an ambitious program to engage second-year students, known as the Second-year Transformation Experience Program (STEP). Librarians are multi-faceted partners in this campus-wide initiative. Discover the challenges of second-year students and explore connections of threshold concepts identified in the Framework for Information Literacy for Higher Education to study abroad, leadership, internships, service-learning, undergraduate research and artistic/creative endeavors.

Measuring Success One Writing One-Shot at a Time
Jim Kinnie, Humanities Reference Librarian, University of Rhode Island
 
This presentation will outline the development of an assessment plan for the library session that all first-year writing students attend at the University of Rhode Island Libraries. Results from an evaluation survey taken by students over the past seven years will be discussed. The survey measured two learning outcomes: 1) Students will refine their search strategy in order to identify citations to appropriate articles for their research assignment; 2) Students will identify the differences between scholarly and non-scholarly articles in order to determine their appropriateness for the student’s assignment. Satisfaction with the session was also measured and student comments were compiled.

Beyond the Academy: The Academic Librarian’s Role in the Transition to College
Maureen Barry, First Year Experience Librarian, Wright State University; Rob Snyder, First Year Experience Coordinator, Bowling Green State University
 
What is the role of the academic library in supporting a high school student’s transition to college? What are the implications for our library instruction and outreach efforts? Motivations for offering instruction and outreach to high schools include community engagement, student recruitment, and support for dual-credit programs in which students take high school and college classes concurrently. Two FYE librarians from two public universities will explore examples from the literature, their own experiences, and the experiences of attendees to discuss the variety of outreach efforts undertaken to assist high school students transitioning to the first year of college, and the challenges and opportunities inherent in this work. 

Thriving Gamefully: Teaching First-Year Students Game-Based Strategies for Goal Setting and Social Connectedness
Christopher Younkin, First Year Experience Instruction, The Ohio State University
 
Research shows that goal setting and social connectedness are important components of thriving in college. Since autumn of 2016, we have offered an information literacy workshop that teaches first-year students game-based strategies for setting personally meaningful academic goals and making social connections in the libraries that can enhance their efforts. The workshop offers an alternative approach to managing learning that emphasized gamefulness—tapping into the positive, creative mindset common to gameplay—to empower students to take charge of their own education.

Increasing Student Engagement and Agency: One Libraries Effort to Increase Retention for At-Risk Students
Elizabeth Stephan, Student Engagement Librarian, Western Washington University
 
The Research & Writing Studio offers a practicum for students needing more support in classes with a research and writing focus. Now in its third year, the Practicum provides students with individual learning plan developed for each student’s specific needs. Those enrolled in the Practicum are students from traditionally underserved populations. The Practicum provides students with the support and the space to get more involved and engaged with their learning, to develop agency in their own learning. This presentation will cover the background and development of the Practicum as well as explore initial research on how the Practicum has impacted the agency of those enrolled in the Practicum.

"Forget Boring, Get to Exploring": Collaboration Workshops With High School Staff & Academic Librarians
Sheryl Kron Larson-Rhodes, First Year Experience Librarian, SUNY Geneseo
 
To be prepared for collegiate level writing and writing at work, students must be able to gather, comprehend, evaluate, synthesize, and report information and ideas. It is critical for students to be able to engage in an inquiry-based process for reading and writing. In this interactive workshop, participants have the opportunity to learn about a student-centered, inquiry-based, iterative process for research and writing in all content areas. The workshop allows participants to collaborate with colleagues, other workshop attendees, and academic librarians to create or update an inquiry-based research and writing project.

Second Time's a Charm: Building Campus Relationships to (Re)Launch a Personal Librarian Program
Melissa Engleman, Assistant Director for Education & Research, Denison University; Amy Elliott, Humanities Liaison Librarian, Denison University
In the Fall of 2016, Denison University Libraries successfully launched a Personal Librarian Program.  An initial attempt at a program failed to gain traction a couple years prior.   In reviewing the implementation of the first attempt and reviewing already successful programs, two key areas stood out.  Campus relationships and central organization are areas in which successful Personal Librarian programs are strongest. 

Promoting and Supporting Academic Integrity at Sheridan College
Jamie Goodfellow, First Year Academic Skills Librarian, Sheridan College; Marian Traynor, Manager, Library User Services, Sheridan College; Danielle Palombi, Manager, Centre of Student Academic Excellence, Sheridan College; Angela Clark, Academic Integrity Facilitator, Sheridan College
 
Library and Learning Services (LLS) at Sheridan College is committed to supporting first year students via the usual supports: orientations, information literacy instruction, etc.  One area that is often overlooked, however, is introducing students to the importance of academic integrity (AI) on campus. In 2016, LLS welcomed an Academic Integrity Facilitator to our team. This role supports faculty with academic integrity and works with the First Year Academic Skills Librarian to support student understanding and awareness of AI – particularly in the first year. Join us and see how our team has re-organized to support first year students and get a sneak peak of our brand new Academic Integrity Tutorial!

It’s in the Game: Using Sports to Teach the ACRL Frameworks to First Semester Students
Denise A. Wetzel, Assistant Librarian and STEM Research & Learning Librarian, Florida State University; Melody Dale, Assistant Professor and Coordinator of Old Main Academic Center/Education Librarian, Mississippi State University; Justin Kani, Assistant Librarian and Business/SPEA Librarian, Indiana University - Purdue University Indianapolis
 
The Fall 2017 semester saw Mississippi State University (MSU) Libraries’ first library-centered First-Year Experience (FYE) course. For MSU, FYE courses are geared toward first semester MSU students. MSU is a member of the Southeastern Conference (SEC), which leads to an increased interest in sports on campus. Using six different MSU sports (both men’s and women’s) in conjunction with ACRL Framework for Information Literacy for Higher Education, the presenters developed information literacy activities to engage first semester students. This breakout session will discuss the development and implementation of each frame for use within individual course activities. Session attendees will also have an opportunity to participate in an activity.

From Personal Librarian to Undergraduate Experience: History and Evolution of Personal Librarian at a Large Private University
Elise Ferer, Librarian for Undergraduate Learning, Drexel University
 
This presentation traces the path that began with establishing a Personal Librarian program and has led to greater library involvement in student support services, orientation, student life, academic advising, and other services targeted toward undergraduates. Using the Personal Librarian program as a starting point, additional programming, services, and outreach have developed and the reach of the libraries has extended into other areas of the institution. Attendees will see the potential room for growth in Personal Librarian and similar programs and leave with ideas of how to grow their collaboration with units within their school that support undergraduates.

Improving Community and Undergraduate Academic Success through Peer-to-Peer Mentoring
Kate Otto, Assistant Librarian, Marquette University
 
Campuses can still be intimidating places to navigate through, and foundational skill-sets are often still challenging to build for many first-year students. Employing academically successful upperclassmen in academic and student service roles can help foster confidence and community in students and help the library evolve into a more relevant campus department. This concurrent session will discuss ways campus service providers, faculty, and librarians can implement peer-to-peer initiatives to better serve students from conception to practice in changing times.

Information Literacy Misconceptions and Librarian Perceptions
Lisa Janicke Hinchliffe, Professor, University of Illinois at Urbana-Champaign, Jillian Collier, Research Assistant, University of Illinois at Urbana-Champaign, Allison Rand, Research Assistant, University of Illinois at Urbana-Champaign, Ian Singer, Credo Reference
 
The process of learning includes not only success in developing knowledge, skills, and abilities but also mistakes and errors that impede such success. In any domain of learning, instructors will have developed a sense of the typical errors learners make. Wiggins and McTigue, in Understanding by Design (2005), term these “predictable misunderstandings” and encourage consideration of them in the instructional design process in order to anticipate and overcome learner misconceptions. This session will share the results of a study to document the predictable misunderstandings by first-year college students in information literacy learning. 
Encouraging Regular Library Use: The Frequent Visitor Pass Program
Bethany Spieth, Instruction and Access Services Librarian, Heterick Memorial Library, Ohio Northern University
 
The Frequent Visitor Pass Program debuted in our small academic library at the beginning of the 2017-18 school year. We designed this initiative to engage and increase library use, and in turn academic success, among our students. Although the program is open to all students, librarians have used our Personal Librarian Program to market it more heavily to first year students as a way to establish good study habits early in their college careers. My lightning talk will outline the planning and implementation of the program, focusing on how we were able to carry out the program with a small budget and with minimal extra burden to front desk staff. I will also discuss how we assessed the program and what the results of that assessment were.
Connecting Over Coffee: Extending Llibrary Services for Students Through New Campus Partnerships
Meggan Smith, Research & Instruction Librarian, Gettysburg College; Kevin Moore, Research & Instruction Librarian, Gettysburg College
 
One meeting with potential partners on campus can turn into a new, exciting initiative to reach underrepresented and first-generation college students. Librarians at a small, private liberal arts college will share how they collaborated with the Office of Multicultural Engagement on their campus to provide reference services to students outside of the library. Emphasis was focused on serving first-year students from underrepresented groups, however, the service was open to and utilized by students from a variety of backgrounds and class years. The speakers will share lessons learned, plans for future development, and assessment strategies.

Ch-ch-ch-ch-changes: Using Assessment Data to Make a PL Program More Efficient and Effective
Liz Bernal, Library Assessment Officer, Case Western Reserve University; Jen Starkey, Research Services Librarian, Case Western Reserve University
 
Liz Bernal, Assessment Librarian and Jen Starkey, Research Services Librarian will share data driven adjustments to the PL program at Case Western Reserve University and some changes that have been implemented as a result. Major changes include a new marketing campaign, strategically reducing the number of librarians involved, centralizing outreach and programming, and focusing less on social events and moving towards more informational events, to meet the needs and requests of the students.

Escape Rooms and Pop-Up Libraries: Innovative Summer Programming for First-Year Students
Hailley Fargo, Student Engagement Librarian, Penn State University Libraries
 
For some universities, incoming students have the opportunity to take classes over the summer before beginning their first year. At Penn State, we have the Learning Edge Academic Program, known as LEAP. Every summer the library has created programming to support these new students. This lightning talk will discuss our summer 2017 programming and some of the new programming we tried, including Pop-Up Libraries and Escape Rooms. This talk will also discuss how this innovative programming not only increased exposure of the library to these students, but led to new conversations with Penn State campus partners. These conversations allowed us to think about fall programming and create new opportunities for collaboration.

First Year X: Intersectionality and the First Year College Student
Christal Young, Reference & Instruction Librarian and Leavey Library First Year Experience Coordinator, University of Southern California
 
College students originate from diverse backgrounds and bring with them unique identities that help shape their college experience. These students often carry multiple layers of identities which make up their entire self. First year students are constantly reconciling these identities and seeking communities that will help develop, support, and strengthen how they view themselves and interact with those around them. In what way, then, can libraries partner with these communities in order to support student’s social and academic success? This presentation will discuss the intersection of identities for first year students and consider opportunities for specialized outreach, programs, and services for various first year experience groups.

Making Lemonade from Lemons: Unexpected Benefits of a Personal Librarian Program
Suchi Mohanty; Head of the R.B. House Undergraduate Library; University of North Carolina at Chapel Hill
 
The Personal Librarian for Transfer Students program at University of North Carolina at Chapel Hill was established in 2013. The program's objectives were to provide each of the 800+ incoming transfer students an assigned library contact to aid in research needs and to help humanize the campus library system. Despite receiving positive feedback from students and campus partners, student participation is lower than the library would like. Campus partnerships however, have flourished since the advent of the program. This program will explore the Library's integration into transitional courses and strengthened relationships with campus offices such as Undergraduate Admissions, Undergraduate Retention, and Scholarships and Student Aid.

Personal librarians: can we help with student retention?
Elizabeth Yates, Liaison/Scholarly Communication Librarian, Brock University
 
"A strong body of research evidence demonstrates positive correlations between use of library resources and student success/retention; the retention literature also highlights the importance of students feeling connected to their university community. Personal Librarian programs address both of those outcomes by promoting the use of Library services and resources and by building positive relationships between students and their librarians. This Lightning Talk will describe a new Personal Librarian program aimed at improving student retention rates at Brock University in St. Catharines, ON, Canada, where Brock’s retention rates are below the provincial average and increasing retention is a campus priority. "

Catalogers can be Personal Librarians too! : Recruiting Technical Services Staff as Personal Librarians
Shannon Tennant, Coordinator of Library Collections, Elon University
 
Personal Librarian programs are typically staffed by public services librarians. Consider recruiting your library’s technical services staff to serve as PLs! Catalogers, collection development librarians, and other technical services staff bring a unique set of skills to Personal Librarian programs. I will talk about my experiences as a cataloger and a Personal Librarian, and I will offer suggestions for involving your library’s technical services staff.  I will discuss the benefits of technical services participation to the PL program and students, and also the advantages to the staff members themselves.

It Only Takes a Spark – Scaffolding Up to an Information Literacy Program from a Personal Librarian Program 
Tim Schlak, Dean, University Library, Robert Morris University
 
Lao Tzu once said: “A journey of a thousand miles begins with a single step.” At Robert Morris University, much bigger conversations were sparked by a simple question about how the library can help personalize research for our more vulnerable incoming students. This question led to a personal librarian program to International and at-risk students who often need a helping hand early in their studies. The momentum these programs has created has helped the University Library address more strategic questions about the role of Information Literacy in the RMU General Education curriculum as well as the resources the Library needs to accomplish its Information Literacy goals. 
 
Writing PL Messages That Students Will Read
Discussion Leader: Elizabeth Yates, Liaison/Scholarly Communication Librarian, Brock University

Embedded Librarianship: Best Practices Explored and Redefined
Keywords: Embedded Librarians, Outreach, Teaching Partnerships, Curriculum Support, Undergraduate Education, Information Literacy Instruction, and Library Pedagogy
Discussion Leader: Carl R. Andrews, Reference & Instruction Librarian, Bronx Community College Library
Supporting Underrepresented Minority (URM) Transition with Peer Mentors During the First Year
Kathy Petras, Associate Director for First-Year Experience and Family Programs and the Director of Orientation, Case Western Reserve University; Edwin B. Mayes, Director of First Year Experience and Family Programs, Case Western Reserve University; John Killings, Associate Director of Multicultural Leadership & Programming.
 

The Collegiate Connections Mentoring Program at Case Western Reserve University supports the transition of our underrepresented students during the first semester of their freshman year. These students are matched with a Peer Mentor (an upperclass student with similar interest) for the first semester. This session will share why/how the program was developed, struggles and successes over the past four years, and how to cultivate a collaborative relationship with the Office of Student Affairs and the Office of Multicultural Affairs.

Next Level Learning: Using Pedagogically-Designed Research Guides in Information Literacy Instruction
Susan Wengler, Assistant Professor and Coordinator of Information Literacy - Queensborough Community College of The City University of New York
 
A pilot study is currently underway at Queensborough Community College which explores the impact of a pedagogically-designed research guide (PDRG) on information literacy student learning outcomes. In contrast to pathfinder guides, the PDRG seeks to engage and support students through all steps of the research assignment. Each guide tab corresponds to a stage in Kuhlthau’s Model of the Information Search Process and includes both a micro-lecture and a quiz. The poster will discuss the creation and Spring 2018 launch of the PDRG. Poster visual aids will incorporate graphic presentation of the micro-lectures and quizzes, as well as preliminary quiz results. Micro-lecture videos will be available for viewing and their production discussed.

It Isn’t “Giving Up” Class Time: Meaningful Library Instruction in Writing and Rhetoric
Melissa Harden, First Year Experience Librarian, University of Notre Dame; Anna Michelle Martinez-Montavon, Instructional Design Librarian, University of Notre Dame
 
At the University of Notre Dame, we had the opportunity to reframe our partnership with the Writing and Rhetoric program as one based on teaching, rather than transactions. In this poster presentation, we share the strategies used to shift the conversation with the Writing and Rhetoric program, allowing them to see librarians as teaching partners who lead instruction sessions that are extensions of their curriculum rather than ones that take time away from their tight schedules. We will present resources we used to engage our colleagues in conversation, activities we created for the Writing and Rhetoric and Library classrooms, and other methods we employed to shift the conversation toward shared goals.

It’s a Paint Party! How to Engage Students and Bbring Color to Your Library During a Construction Project
Katie Hutchison, Student Engagement & Archival Services Librarian, Walsh University; LuAnn Boris, Director of Library Services, Walsh University
 
In May 2017, the Walsh University Library gained a new “roommate” – a large plywood box that took up residence over a staircase and separated the second floor of our library. Initially we thought this structure would be removed during the summer, but we quickly learned that it was here to stay for the length of the Fall 2017 semester. The walls presented challenges: directions had to be given to get to a back staircase for access to one side of the second floor, and the main wall was in a location where it was the first thing you see.  We decided to host a Paint Night and invited students to hang out with librarians and paint. We had three goals: engage students in a fun activity; lessen library anxiety; and make our library more colorful.

Accio Sources! Information Literacy Instruction Through Harry Potter's (Glasses)Frames
Sheryl Kron Larson-Rhodes, First Year Experience Librarian, SUNY Geneseo
 
J.K. Rowling's Harry Potter series is familiar to millions of first-year college students and provides a frame to structure instruction on information literacy and research skills. Through the use of Harry Potter-related vocabulary, students learn how to Locate information using physical and online resources and Evaluate information on the validity of its source, its level of scholarliness, and appropriateness of use for different types of college research projects.

Working with Freshmen International Students: Helping Them Explore Research Topics and Learn How to Use the Library with Active Learning Method
Yuening Zhang, Research Services Librarian, Kelvin Smith Library, Case Western Reserve University
 
Yuening Zhang exploited his/her own experience of living and studying in both China and the United States to help freshmen international students broaden their research topics in first year academic English seminars. She also collaborated with an instructor of such seminars to design and implement library sessions with active learning method that help students learn basic library tools/concepts, such as catalog and Library of Congress Call Numbers.
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