College and Research Libraries Individualized Instruction for Undergraduates: Term. Paper Clinic Staffed by MLS Students Ethel Auster, Rea Devakos, and Sian Meikle In academic libraries, shrinking budgets and expanding enrollments are forcing reference librarians to explore innovative ways to provide individualized serv- ices to their clients. Meanwhile, library schools are seeking ways to enhance the educational experience of their students and to provide them with a competitive advantage in a tight job market. At the University of Toronto, the Sigmund Samuel Library and the Faculty of Library and Information Science joined forces to mount a Term Paper Clinic for undergraduates that was staffed by MLS students. This service provided research strategies to first- and second- year undergraduates working on term papers. This article describes the planning, implementation, and assessment of the TPC and provides recommendations for similar undertakings in the future . m roviding quality service to ~ undergraduate students at large urban universities has become a goal that is increas- ingly difficult to achieve. On the one hand, the prolonged economic down- turn has led to increased enrollments as people return to the university in the hope of becoming better qualified for the job market when the economy finally improves. On the other hand, university libraries have pared staff to the mini- mum to meet the exigencies of shrinking budgets. Today a situation exists in many university libraries where in- creased demands are made upon re- sources already taxed to the limit. This was the state of affairs at the Sigmund Samuel Library, the undergraduate li- brary at the University of Toronto, Can- ada's largest postsecondary institution, when the librarians decided to do some- thing about improving their service to undergraduates. Meanwhile, across the campus at the Faculty of Library and Information Sci- ence, the instructor of the advanced ref- erence course was searching for ways to provide the MLS students with hands- on experience. A meeting between the instructor and the coordinator of library instruction led to the development and implementation of a program that pro- vided a solution to both sets of needs: a Term Paper Clinic whereby MLS stu- dents would provide individualized in- struction to first- and second-year undergraduates under the overall su- pervision of professional staff. RELEVANT LITERATURE While the literature on bibliographic instruction is abundant, the literature on term paper clinics (hereafter, TPCs) is Ethel Auster is a Professor at the Faculty of Library and Information Science, Rea Devakos is Coordinator of Library Instruction, and Sian Meikle is Reference Librarian at the Sigmund Samuel Library, the University ofToronto, Toronto, Ontario, MSS 1A1, Canada. 550 Individualized Instruction for Undergraduates 551 sparse. Basically, the TPC is a form of individualized reference service and user education whereby students re- ceive one-on-one instruction on how to locate and use resource materials rele- vant to their term paper topics. The student may re<;:eive a written search strategy including examples of the types of resources available, the appropriate indexes, and the specific subject head- ings to use. Sometimes a more complete list of citations is provided. In the literature, the names for this service vary. Patricia Donegan, Ralph Domas, and John Deosdade call it term paper counselling. Tim Schobert refers to it as individualized bibliographic instruc- tion. Gillian Debreczeny uses individual- ized term paper consultations. For Jamie Coniglio the name that provides the best description is term paper advisory service, while Kathleen Bergen and Barbara MacAdam prefer term paper assistance pro- gram. Caroline Rowe opts for individual research consultations while Samuel Rothstein likes point of need/maximum service. 1- 7 The literature that describes using library science students to pro- vide this service is even more limited. The classic article by Rothstein, recalling his experiences at the University of British Columbia in the 1970s, is the most de- tailed and instructive for those who wish to design and implement such a service. The benefits of the Term Paper Clinic approach are many. Tim Schobert points out that though course-related subject seminars are given at the University of Ottawa, some students are not exposed to library instruction.8 For them, the TPC offers an opportunity to come in at their own initiative and on their own time to learn about resources specifically re- lated to their own research topic. Bergen and MacAdam suggest that the in-depth and uninterrupted assistance that the TPC program provides greatly rein- forces a student's comprehension.9 They also present persuasive arguments for the psychological and social appeal of individualized instruction and suggest that this type of instruction leads to a more trusting and comfortable social in- teraction between the student and the librarian. The result is a more positive learning experience for the student. The library and librarian also benefit. Li- brarians think that the more personal form of service is intrinsically more sat- isfying. The profile of librarians in gen- eral is raised and the library receives positive PR. Nothing is perfect, how- ever. Debreczeny, though she calls indi- vidualized reference "probably the most effective library instruction technique," reminds us that it consumes a great deal of the librarians' time, reaches a limited number of students, requires in-depth subject knowledge, and may create scheduling and staffing problems.10 In her survey of bibliographic instruc- tion in the 1980s, Teresa B. Mensching found that the use of Term Paper Clinics in United States academic libraries de- clined by 4 percent from 1979 to 1987.U Administrators may not regard this method as cost-effective and therefore may be reluctant to maintain and in- crease support for it. Those who have implemented such programs, however, tend to feel positive about them. There is a profile of who will constitute the most likely users and who may benefit the most: freshmen or sophomores writ- ing papers on social science topics who have attempted to do some preliminary research on their own. According to Ber- gen and MacAdam, more women than men tend to use the service.12 While much of the evidence presented tends to be anecdotal, the wealth of experience that has been accumulated and pre- sented in the literature ensures that those undertaking Term Paper Clinics can avoid problems and select only those aspects of programs that have met with success. Those wishing to use li- brary school students to staff the Term Paper Clinic are fortunate to have Sam Rothslein to guide them. Of all the arti- cles on TPCs-with or without stu- dents-his has the most to offer. It details virtually every procedure that needs to be put in place. It presents drawbacks as well as benefits and gen- erously provides copies of the docu- ments that will be needed by library school instructors and students as well .• 552 College & Research Libraries as service recipients. We turned to this earlier work for inspiration in planning, implementing, and evaluating our own TPC program. AIMS OF THE TERM PAPER CLINIC The instructor of a course entitled Ref- erence Organization and Administra- tion thought that practical experience was an indispensable component of training to become a reference librarian. While students were taught about the reference interview, information needs of specific user groups and reference sources, they had no opportunity out- side the classroom to practice their newly acquired knowledge and skills under the experienced guidance of sea- soned professionals. From the instruc- tor's point of view, one aim of the Term Paper Clinic was to provide the students with the real-life experience of provid- ing reference service, in this case, to first- and second-year undergraduates. Other aims were to provide the students with an opportunity to test their skills, to in- teract with real users, and to acquire the taste of working in an academic environ- ment. Finally, the TPC was also seen as a way of providing a course assignment for MLS students that was somewhat more interesting than the usual midterm paper. From the instructor's point of view, one aim of the Term Paper Clinic was to provide the students with the real-life experience of providing reference service, in this case, to first- and second-year undergraduates. From the library's in~truction per- spective, the Term Paper Clinic was in- tended to serve several other purposes. It would provide in-depth individual consultations and instruction to under- graduates, thus extending the existing consultation service provided to gradu- ate students and faculty in a time of fiscal retrenchment and increasing serv- ice needs. It would foster cooperation between Central Library's library in- November 1994 struction services, the Faculty of Library and Information Science, and the Sig- mund Samuel Library, the main under- graduate library. It would explore the efficacy of providing an alternative form of library instruction delivery and pro- vide a model of library instruction that would parallel that of the campus writ- ing labs. It would support the univer- sity's emphasis on the undergraduate experience and promote the role of the Sigmund Samuel Library as the gateway for undergraduates. The Sigmund Samuel Library was suited to the Term Paper Clinic concept because it allowed enhanced reference service at one of the busiest times of the academic year. In the Term Paper Clinic, the MLS students were able to offer rela- tively unhurried one-on-one and in- depth service to users that resulted in a written guide to research. This was a wel- come contrast to the inevitably brisk pace of service at the reference desk. The serv- ice was also attractive as an alternate form of individualized library instruc- tion, which would help to accentuate the role of the Sigmund Samuel Library for the undergraduate student. Both the in- structor and the librarians had some slight reservations about the project. The ins.tructor hoped the students would take their commitment seriously and not jeopardize the future prospects of the program. The librarians worried about the ability of the MLS students to inter- pret correctly and meet appropriately the information needs of the under- graduates without placing an undue burden on the reference desk. SETTING The site chosen for the Term Paper Clinic was the Sigmund Samuel Library. This is the primary library at the Univer- sity of Toronto serving the undergradu- ate Arts and Science student body of approximately 20,000 students. It is one of 49 libraries in the University of Toronto Library system, which in total has more than 7.8 million volumes, serv- ing a community of roughly 60,000. The Sigmund Samuel Library has a collec- tion of about 210,000 volumes, and Individualized Instruction for Undergraduates 553 makes about 250,000 loans annually. Be- cause it is a library for undergraduates, reference service at the Sigmund Samuel Library emphasizes introducing the student to the methods and complexi- ties of university-level research, using resources appropriate to the under- graduate researcher. PLANNING AND IMPLEMENTATION MLS students were given both a two- hour in-class and a one-hour in-library orientation session before the Term Pa- per Clinics began. During the class ori- entation, the MLS students were introduced to the philosophy underly- ing reference service at the Sigmund Sa- muel Library. In particular, emphasis was placed on the need to explain the basic structure of information resources; to present this information so that it could be applied to other research pro- jects; to use tools appropriate to the un- dergraduate; and to provide the undergraduate with research strategies, rather than a finished body of research, in order to encourage self-teaching. A major focus of training was on the use of UTLink, the University of Toronto's on- line information system. It contains the University of Toronto library catalog comprised of 4.5 million records, 7.8 mil- lion bookforms in 49 libraries, 7 Wilson periodical indexes, a computer-assisted tutorial in library and research skills, Medline, CINAHL, Health, and connec- tions to the Internet. For undergraduate use, we emphasized the library catalog and Wilson as primary resources. Most MLS students were adept users of both the library catalog and the Wilson files. Their training concentrated on pointing out the problems with both the search interface and the respective files and the proposed solutions. Needless to say, given that the library celebrated its one hundredth year in 1992, the union cata- log contains a wealth of resources, er- rors, cataloguing styles, classification systems, and the like. Effective catalog search strategies and methods of finding materials appropri- ate for TPC clients were important com- ponents of the UTLink training. NAFTA, the North American Free Trade Agree- ment, was used as a sample search. This search led quite naturally into a discus- sion of how to gauge the completeness of the search versus the ease with which undergraduates might replicate it. The other focus of training was to discuss how extensive a search was to be con- ducted and what types of materials were appropriate for undergraduates. In the library orientation session, the MLS stu- dents were shown the layout of the Sig- mund Samuel Library facilities, and introduced to the major tools available in the reference area. They were also given a brief written summary of the Library of Congress classification, with the impor- tant reference works in each area noted. The Term Paper Clinic was scheduled to run in two-hour time blocks over a three-week period during the busiest part of the 1993 spring term. The exact times were selected, based on the refer- ence statistics of previous years, to coin- cide with the busiest times of the day and the week, and also to make the serv- ice available to part-time students by offering some evening and weekend ses- sions. The service was designed for, and advertised to, students enrolled in pre- university, first- or second-year under- graduate Arts and Science courses. Two MLS students staffed each session; each graduate student was assigned a total of three sessions. A desk near the reference desk at the Sigmund Samuel Library was designated as the Term Pa- per Clinic Desk during the clinic ses- sions. The desk was marked with signs advertising the clinic; basic guides to the Sigmund Samuel Reference collection and reference books in general were available to the MLS students at the desk. Service was provided on a walk-in basis. The MLS students were instructed to spend roughly twenty minutes ne- gotiating the reference questions raised, in each initial session, using a Term Paper Clinic Library Research Guide Form (see appendix A) to record pertinent information. Then, as appro- priate, a follow-up appointment was made between undergraduate and MLS 554 College & Research Libraries student, preferably within twenty-four hours and at the convenience of each, to deliver the finished Term Paper Clinic Library Research Guide. At the conclu- sion of the interaction, each undergradu- ate student was given a Term Paper Clinic Survey (see appendix B) and asked to assess the service and return the survey form to the reference desk as -soon as convenient. The MLS students were asked to photocopy all Guide forms twice (for their own and Sigmund Samuel's records) before giving them to the undergraduate students. Advertising costs were negligible. The TPC was advertised through flyers and posters distributed in the forty-nine campus libraries, by the student associa- tions, and by the writing labs (see appen- dix C). The schedule of the TPC was mounted on the opening screen of UT- Link, the university's online informa- tion system. Public announcements prior to the start of each time slot were made in the Sigmund Samuel Library. Librarians at all public service points were encouraged to refer students to the TPC. Announcements were also sent to the student and university papers, but none of the papers picked up the copy or chose to feature an article: One paper did, however, offer to run the public an- nouncement as an advertisement. TPC CLIENTS ASSESS THE SERVICE In all, 80 students used the TPC serv- ice which was available for 36 hours over a three-week period in the middle of the spring term of 1993. This number was more than enough to keep the 11 MLS students busy. Indeed, most of them reported that each initial query re- sulted in an additional one to three hours of work following the reference interview. Thirty-nine of the TPC users returned their completed Term Paper Clinic Survey for a response rate of ap- proximately 49 percent. While the re- sponse rate is less than we might have wished, it does provide impressions and patterns on which to assess the TPC, and it is on just such information that admin- istrators base their decisions. Survey data are bolstered by the evidence sub- November 1994 TABLEl ACADEMIC LEVEL OF RESPONDENTS WHO USED THE TPC SERVICE Level Number % Pre-university 3 7.7 Transitional year 1 2.6 1st year 11 28.2 2d year 11 28.2 3d year 9 23.0 Other (special) 4 10.3 Total 39 100.0 mitted by the MLS students on their Li- brary Research Guides, evaluation, forms, and term papers. Predictably, the response rate for the MLS students was 100 percent. Although originally the li- brarians designed the TPC for first- and second-year students, others were also drawn to it once the clinic was in opera- tion. Not surprisingly, first- and second- year students, the target audience, constituted the majority of users and re- spondents (56 percent). Third-year stu- dents (23 percent) also sought help as did pre-university, transitional year, and other (i.e., special) types of undergradu- ates (see table 1). It became clear that although first- and second-year students might need individualized help the most, other students were also in need of in-depth assistance and should not be denied help if it were available. Although originally the librarians designed the TPC for first- and second-year students, others were also drawn to it once the clinic was in operation. The majority (46 percent) of the re- spondents were regular library users who used the library five times or more a month. Most were not experienced in writing research papers with 2.59 papers per student being the average. Subject areas ranged across the breadth of the arts and social sciences, including East Asian Studies, Classics, Fine Arts, Physi- Individualized Instruction for Undergraduates 555 TABLE2 HOW RESPONDENTS LEARNED ABOUT THE TPC SERVICE Method of Advertisement Number % Posters in: 30 76.9 Writing labs 1 2.6 Libraries 27 69.2 Both of the above 1 2.6 Elsewhere on campus 1 2.6 Referrals by: 3 7.7 Word of mouth 1 2.6 Writing lab 1 2.6 Library staff 1 2.6 UTLINK Screen 1 2.6 Public announcements 1 2.6 "Bumped into it" 1 2.6 No response 3 7.7 Total 39 100.1 cal Geography, English, History, Politi- cal Science, and so on. Of the students who sought help, most (60 percent) re- ceived help on the spot. The remainder either returned to complete the consult- ation (10 percent) or received initial as- sistance immediately but returned for further assistance (30 percent). Just over three-quarters of the respon- dents (77 percent) learned about the TPC from posters advertising the service. The most effective placement of these post- ers was at the Sigmund Samuel Library where the TPC was located. Other ways that respondents found out about the service were through referrals by writ- ing lab instructors and other library staff, via the UTLink screen, through public announcements in the library and in student newspapers, and by accident or fortuitously (see table 2). Students evaluated their TPC experi- ence in positive terms, with most (68 percent) assessing the service as being very useful or somewhat useful (32 per- cent) in helping them to research their term paper. All but one respondent noted that their ability to use the library had improved. Perhaps most interesting are the user comments that describe these improvements: the TPC "helped me find the right direction"; "got me started finding information"; "showed me how to research a topic"; "intro- duced me to new sources"; "showed me new places to look." Some of the users even absorbed library terminology. Most acquired what bibliographic in- struction librarians term "transferable skills"; that is, where and how to look for information. The skills that respondents considered to be most important were the need to focus, the importance of us- ing different research approaches, new computer sources and skills, .improved skills in locating periodical articles, and using keywords and subject headings. The skills that respondents considered to be most important were the need to focus, the importance of using different research approaches, new computer sources and skills, improved skills in locating periodical articles, and using keywords and subject headings. Of all respondents exposed to the TPC, only one said that she would not recommend the service to a friend. Her reason pertained more to the geography of the campus than to the quality of the TPC experience: she thought that it was too time-consuming to walk from her college to the library when she needed every moment to write her papers. Stu- dents had a variety of suggestions for im- proving the service-the most popular being to increase the hours and lengthen the duration. The provision of tailor-made bibliographies and the addition of subject experts were also mentioned. MLS STUDENT IMPRESSIONS OF THE TERM PAPER CLINIC The eleven MLS students who partici- pated in the Term Paper Clinic were asked to summarize their experiences in a three-page report. The students de- scribed what they had gained from the practicum, any problems they may have encountered or observed, and any 556 College & Research Libraries recommendations they had for the coor- dination of future clinics. The following summary is the result of a content analy- sis of these papers. Overall, the students rated the project an overwhelming success and were wholly in favor of having the program continue. Students described the program as a "rewarding experience"; "intensive, draining, but very satisfying"; and "an excellent opportunity to live the library experience, and understand what is really involved in reference work" The project was perceived to be successful, not only for the MLS students but also for their clientele. One MLS student commented that "all of [the] patrons were grateful for the service provided, interested in the sug- gestions offered, and were often remark- ably enthusiastic about researching their papers." In fact, according to this MLS student, "if the Term Paper Clinic was ... responsible for generating some of this enthusiasm, on these grounds alone it can be deemed a success." WHAT WAS GAINED FROM THE EXPERIENCE The MLS students considered the practicum a worthwhile experience for a number of reasons. Many of the students thought that this practicum was by far one of their most rewarding assign- ments at library school because it af- forded them the opportunity to gain valuable practical experience. The im- portance of complementing theory with practice in the learning experience was repeatedly emphasized. As one student succinctly put it: "Theory and passive viewing will not give anyone a genuine understanding of the demands of work- ing the reference desk." The MLS students thought that the practicum allowed them to test and de- velop their skills and knowledge, espe- cially in these three areas: question negotiation, reference tools, and bibli- ographic instruction. Providing refer- ence service gave the students practice at interviewing and refining queries. It also gave them an indication of their strengths and weaknesses in these areas and an idea of where they needed to November 1994 improve. The MLS students noted that the experience introduced them to vari- ous reference sources previously un- known to them, and compelled them to become familiar with the materials in order to be able to tailor specific search strategies for their clients. For most of the MLS students, this was their first attempt at providing bibli- ographic instruction, and for this reason alone it proved to be an enlightening and challenging experience. One MLS student noted that he quickly discov- ered that "as easy as it may be to learn to use a reference tool, teaching this tool to someone else is another matter entirely." For another, the experience prompted her to ponder the significance of this pedagogical aspect of librarianship: "As future librarians, is it enough to learn how to use the reference tools without learning to teach the reference tools?" For many of the participants, this ex- perience taught them the importance of teamwork in librarianship. The MLS stu- dents enthusiastically described the in- teraction between librarian and client as a team effort, "with both sides working together." As well, the cooperation be- tween librarian and colleague "indi- cated the importance of teamwork in librarianship and the ability to share knowledge and experience." For another student, this experience was a chance to meet with professional librarians in the field: "The opportunity to discuss the ref- erence process with practicing librarians was part of what made the project success- ful in my mind." Clearly, the Term Paper Clinic experi- ence enabled MLS students to gain a new and refreshing perspective on the nature and challenges of everyday refer- ence work As one student realized: "From the difficult questions I learned one very important thing: reference li- brarians are not omniscient." The Sig- mund Samuel Library also gained from the TPC experience. The load on the ref- erence desk was somewhat eased, and it was apparent that the undergraduate students appreciated the specialized service. The MLS students largely were able to provide the service independently Individualized Instruction for Undergraduates 557 of the reference desk staff. On the whole, the Library Research Guides provided were useful and appropriate tools that were gratefully received. PROBLEMS Although the project was, in general, considered very successful, there were some minor problems and concerns. Lack of confidence on the part of the student librarians, because of inexperience and unfamiliarity with various subjects and disciplines, was perceived as a barrier to providing adequate service to clients. Of course, delivery of the service was not always simple. Some TPC interac- tions were complicated because the cli- ents came to the clinic unprepared, or with overly broad topics, or were not informed on the subject they wished to research. Other clients required very ba- sic library instruction in the use of li- brary tools before they could even begin to do research, or had topics that were so obscure that information and resources were difficult or impossible to locate. One recurring problem was clients who misunderstood the purpose of the clinic. Many clients thought that the Term Paper Clinic would provide essay writing assistance rather than library re- search assistance. For this reason, some clients had expectations that could not be satisfied. This confusion was most likely the result of the potential ambigu- ity of the clinic's name. Finally, there were also some prob- lems with the location of the clinic. The clinic itself consisted of a table and two chairs, and was located near the refer- ence desk and the OPAC terminals. It became apparent that other students were not aware that the area had been designated for the Term Paper Clinic. Consequently, if the student librarian and client momentarily vacated the area to use other library resources, other stu- dents would spot the empty table and move in. Also, the close proximity of the Term Paper Clinic to the photocopiers created a noisy distraction. These concerns, however, were not un- duly troublesome and from the Sigmund Samuel Library's perspective, the benefits of the service certainly outweighed the drawbacks. The enhanced service and the individualized library instruction were both very attractive and created positive public relations for the library. RECOMMENDATIONS The MLS students who participated in the clinic were able to make several sug- gestions for the improvement of future Term Paper Clinics. To give the students greater confidence it was suggested that there be more training in bibliographic instruction and question analysis prior to the start of the Term Paper Clinic ses- sions. The name of the clinic was consid- ered problematic, because it led some clients to believe that this was an essay writing service. It was therefore recom- mended that a more specific name such as "Essay Research Clinic" be used. In addition, brochures and posters adver- tising the service could be used to in- form clientele of the scope of the clinic to avoid misguided expectations. It was also suggested that there be cooperation between the Term Paper Clinic and the writing lab staff, in sev- eral ways. The MLS students could re- ceive training from the writing lab staff in order to help clients narrow and de- fine the topic of their paper. Also, the Term Paper Clinic should have informa- tion available on the writing lab in order to redirect and refer students who are looking for writing rather than research assistance. And yet another suggestion was to offer both kinds of service, writ- ing and research assistance, in tandem. Finally, it was recommended that the area set aside for the Term Paper Clinic be clearly marked, to avoid having ta- bles used as a general work area by other library users. Large, visible signage, such as a poster on an easel next to the table could be used to designate the area. MLS students also suggested moving the clinic away from the noise of photo- copiers and other diversions, to create a less distracting environment. Though commendable, this last suggestion may reflect an unrealistic image of the envi- ronment in which undergraduate refer- ence services occur. 558 College & Research Libraries CONCLUSION Was the TPC worth doing? Absolutely. It largely fulfilled the aims set for it by the instructor and the librarians. Cer- tainly it enlivened the reference course and gave the students a taste of actual reference work. Some were confirmed in their career preference; others real- ized that academic librarianship was November 1994 not their strength. The librarians were able to provide an in-depth, labor-in- tensive learning experience for their students that would have been diffi- cult to do otherwise. Finally, everyone learned a great deal about cooperation, public relations, and team work-les- sons that will undoubtedly prove valu- able the next time the Term Paper Clinic is offered. REFERENCES AND NOTES 1. Patricia Morris Donegan, Ralph E. Domas, and John R. Deosdade, "The Comparable Effects of Term Paper Counselling and Group Instruction Sessions," College & Research Libraries 50 (Mar. 1989): 195-201. 2. Tim Schobert, "Term-Paper Counselling: Individualized Bibliographic Instruction," RQ 22 (Winter 1982): 146-51. 3. Gillian Debreczeny, "Coping with Numbers: Undergraduates and Individualized Term Paper Consultations," Research Strategies (Fall1985): 156-63. 4. Jamie Wright Coniglio, "Bibliographic Counselling: The Term Paper Advisory Service," Show-Me Libraries (Nov. 1984): 79-82. 5. Kathleen Bergen and Barbara MacAdam, "One-on-One: Term Paper Assistance Programs," RQ 24 (Spring 1985): 333-40. 6. Caroline E. Rowe, "Individual Research Consultations: A Safety Net for Patrons and Librari- ans," Southeastern Librarian 41 (Spring 1991): 5-6. 7. Samuel Rothstein, "Point of Need/Maximum Service: An Experiment in Library Instruc- tion," in Rothstein on Reference ... with Some Help from Friends, ed. Bill Katz and Charles A. Bunge (Binghamton, N.Y.: Haworth, 1989), 253-84. 8. Schobert, "Term-Paper Counselling: Individualized Bibliographic Instruction," 146-47. 9. Bergen and MacAdam, "One-on-One: Term Paper Assistance Programs," 334-35. 10. Debreczeny, "Coping with Numbers: Undergraduates and Individualized Term Paper Con- sultations," 156. 11. Teresa B. Mensching, "Trends in Bibliographic Instruction in the 1980's: A Comparison of Data from the Two Surveys," Research Strategies (Winter 1989): 4-13. 12. Bergen and MacAdam, "One-on-One: Term Paper Assistance Programs," 338. Individualized Instruction for Undergraduates 559 APPENDIX A TERM PAPER CLINIC LIBRARY RESEARCH GUIDE ' Name: Year: Phone: Course: Term paper topic (be as exact as possible) ' Term paper due date: Suggested reference materials: . .. <· Suggested search strategy for finding books in UTCat: ~·· Suggested journal indexes and search strategies: .• ' Other suggested libraries and sources: ' 560 College & Research Libraries APPENDIXB Term Paper Clinic Survey Please complete and leave at the Sigmund Samuel Reference Desk. 1. How did you hear about the Term Paper Clinic? Posters in the library Posters in a writing lab Newspaper article Word of mouth Library staff Other. Please specify: 2. (a) Are you in: November 1994 Pre-U TYP __ 1styear __ 2ndyear __ Other. Please specify: (b) How many other research papers have you written? (c) How often do you use the library? less than 1 time/month __ more than 5 times/month __ 1-5 times/month (d) Have you ever used a writing lab? 3. For which course did you use this service? (e.g., ENG lOOY) Yes No 4. Did you receive help on the spot? And/or return for a guide? 5. Has this service helped you in researching your essay topic? Not at all Somewhat __ Very much If so, how? 6. Has this service changed your ability to use the library? Not at all Somewhat Very much If so, how? 7. Would you recommend this service to a friend? Yes __ Yes, with reservations No List any reservations: 8. List the most important skill you learned from the clinic: or, I didn't learn a new skill __ 9. How can we improve this service? 10. Would you be willing to answer a one-page follow-up survey after you've written your essay? If yes, please complete: Name: Address: City: --------------- Postal Code: A Faculty of Library and Informa- tion Science graduate student will discuss your topic with you. A brief guide to research in the li- brary, . designed especially for your essay topic, will be prepared. Your guide will be ready the next day; immediate research advice is also available. You'll be off to a great start in researching your es- say, and you'll learn how to get the most from your library. Where: Sigmund Samuel Library Reference Area 9 King's College Circle When: Individualized Instruction for Undergraduates 561 APPENDIXC Tertn Paper Clinic Have a paper due? Would you like help getting started with the research? First three weeks of February (see calendar) F E B R u A R y Who: This drop-in service is available to any pre-university, first- or second-year Arts & Science undergraduate. Cost: Free !\1on . 1 8 2-4 p.m. fHJ p.m. 15 2-4 p.m. fHJ p.m. llll'S . 2 4-6 p.m. 9 4-6p.m. 16 4-6p.m. \\'ed. I hurs. rri. 3 4 5 2-4 p.m. 4-6 p.m. 10 11 12 2-4 p.m. 4-6p.m. fHJ p.m. 17 18 19 2-4 p.m. 4-6 p.m. fHJ p.m. Sigm.und Samuel Library S.1t. Sun. 6 7 3-5 p.m. 13 14 20 21 3-5p.m.