Bulletin - Educational Support and Enrichment

The goals of student success are to identify and remove systemic barriers that inhibit student success, connecting students to opportunities that foster a well-rounded academic experience, while increasing retention, persistence, and graduation.

• Student success aims to guide, support, and connect students to resources through:
• Academic advising and course planning.
• Accessibility services.
• Tutoring and supplemental instruction.
• Connecting students to faculty and other campus resources.
• Supporting the alignment of goals with personalized guidance.

The office of student success provides the following programs and services aimed at improving student retention and on-time graduation: academic advising, peer success coaching, peer-led course and discipline-based tutoring, writing consultation, and supplemental instruction. All programs and services provided by student success are available to students at no cost. The center for student success, located in the lower level of Robinson Hall, houses staff and offers classroom space for academic and student development programming. Additional information about programs and services is available at Student Success.

10.1.1. Academic Advising

Career and graduate school preparation services are offered through the career development office.

10.2.1. Career Coaching

Global education seeks to help students hone intercultural skills and become global citizens through a range of on campus and global experiential activities. Global learning experiences complement courses, and are accessible and valuable to all students regardless of major, professional goals, or individual circumstances. Global learning experiences include exploring other cultures, sharpening language skills, gaining new perspectives, developing capacity to successfully engage across cultural differences and contexts, and effectively integrating knowledge and skills to act and problem-solve appropriately in a variety of cross-cultural settings.

Information about global learning experiences, including opportunities to study abroad/away with specific deadlines for programs and scholarships, announcements of programs and events, as well as itineraries for short-term programs, appear throughout the year via the global education website, student e-mails, social media, classroom presentations, and fliers distributed around campus. The most up-to-date list of exchange partners and upcoming opportunities (as well as chronicles and images from past short-term programs) can be found at our Global Education section.

Click here to view the subsections below in more detail:

• 10.3.1. Advising for Study Abroad/Away
• 10.3.2. Core Equivalency for Study Abroad/Away
• 10.3.3. Application and Approval for Study Abroad/Away
• 10.3.4. Financial Assistance for Study Abroad/Away
• 10.3.5. Academic and Class Standing Requirements
• 10.3.6. International Exchange Partnerships
• 10.3.7. Study Abroad via Non-Partner Universities and Third-Party Providers
• 10.3.8. Short-Term Programs Abroad
• 10.3.9. University of Oxford, Oxford, England
• 10.3.10. LeadAbroad Programs
• 10.3.11. LeadAbroad For-Credit Programs
• 10.3.12. International Student Services (ISS)

Internships for academic credit are coordinated through the career development office. All internships for credit are supervised by a full-time member of the Oglethorpe faculty; part-time faculty members may supervise internships for credit only with prior approval of the provost.

Students seeking an internship for credit must have (at the time of application) at least sophomore status and must also be in good standing (see Sec. 6.22.), with a minimum 2.0 cumulative grade-point average. Transfer students must have completed at least one semester at Oglethorpe prior to requesting an internship.

All applications for internship credit must be submitted through Handshake prior to the first day of classes for the semester during which internship will be completed. The application for internship credit can be accessed from the student profile page (Student Profile Page > Career Center > Experiences > Request an Experience). Log into Handshake

The internship for credit process is as follows:

• The student receives an internship offer and decides to apply for internship credit.
• The student obtains approval from a full-time faculty member for faculty supervision of the internship. The faculty supervisor should be in the academic area in which internship credits are sought.
• The student and faculty member meet to review the site agreement form and to determine learning objectives and the academic details of the internship, including the writing assignment and appropriate course number. Guidelines for learning objectives and the academic assignment can be found on the career development website: Applying for Academic Credit.
• The student ensures that the employer completes the “Oglethorpe Site Agreement Form,” which is found on the Career Services website: Business credit application.
• The student submits an online application in Handshake, which includes agreed-upon learning objectives and academic assignment in addition to details about the internship, the site agreement, an updated résumé, and a link to the student’s LinkedIn profile.
• The career development office reviews the application and sends a request for electronic review and approval to the site supervisor, faculty supervisor, program coordinator/division chair program coordinator or division chair (Hammack School of Business only), and the Registrar.
• At any point in the approval flow, the application can be rejected. Following a rejection, officials in the career development office will work with the student to develop suitable modifications. Once all approvals (site supervisor, faculty supervisor, program coordinator/division chair) are received, the application is sent to the registrar for final approval and processing.
• Students must submit their academic assignments to their faculty supervisor by agreed-upon deadlines.
• Ultimately, faculty members issue satisfactory/unsatisfactory grades for internships.
• Students will be asked to evaluate their internship experience.

Onsite Hours

Students must work onsite 30 hours for every credit hour for which they are applying. For example, if a student is applying for 4 credits, they must work at their internship site for 120 hours over the course of the semester.

Academic Assignment

Under the current guidelines, students must complete an internship paper which totals 5 pages for every semester hour of credit attempted. The paper should help to deepen, broaden and amplify the student’s understanding of the field in which the internship is being done. Papers may include critiques of journal articles, book reviews, discussion of strategies used by practitioners in the field, discussion of challenges facing an industry/service, discussion of the application/relevance of theories to practice. Up to 30% of the total writing can be made up of journal/non- academic writing such as journals and reflection. The academic assignment must relate to the agreed upon learning objectives. Both the learning objectives and academic assignment should be discussed and agreed upon in advance by the student and the faculty supervisor.

Each academic division may have their own criteria for the academic assignment. It is the responsibility of the faculty supervisor to know which guidelines to follow:  either approved, specific division requirements or the standard guidelines given above. Students working with a faculty member from Division V in the Hammack School of Business will adhere to guidelines designed specifically for that division. Internship guidelines for the Hammack School of Business can be found in the resources library in Handshake (Profile Page > Career Center > Resources).

All internships are graded on a satisfactory/unsatisfactory basis, and total credit awarded for internships cannot exceed 12 semester hours. The deadline for internship applications is the first day of class of each semester.

Students who wish to engage in non-credit internships should follow the basic guidelines for internships delineated above and are strongly encouraged to seek assistance from the career development staff. Non-credit internships should be reported on Handshake (Student Profile Page > Career Center > Experiences > Request an Experience).

Service learning courses, designated by “SL” in the course listings, are those for which professors choose to employ the pedagogy of service learning to support the achievement of their learning objectives. In such courses, service to the community (usually through partnerships with local non-profit organizations) is integrated into the syllabus, providing students with additional perspectives for use in conceptualizing  theoretical material as well as an opportunity to appreciate the application of disciplinary concepts beyond the classroom. Service learning activities vary widely in scope but are customized specifically to compliment the goals of each service learning course. Deliberately incorporated reflective assignments, such as journals and discussions, are used throughout each service learning class to reinforce the link between theory and practice. Such courses typically include a minimum amount of service over the course of a traditional semester: either 10 hours for an “SL” class or 25 hours for an “SL-X” class.

The Atlanta region enjoys a concentration of colleges and universities matched by few U.S. metropolitan areas. Their diversity of programs and collective resources make the Atlanta region one of America’s leading centers for higher education.

Nineteen public and private colleges and universities—including Oglethorpe—comprise the membership of the Atlanta Region Council for Higher Education (ARCHE); the membership roster also consists of five affiliated libraries and 12 corporate and nonprofit community partners. ARCHE brings these constituents together to build awareness of the campuses’ collective scope, impact and value and to help them share strengths through cooperative programs. For additional information, please visit www.atlantahighered.org/ (from which all information in this section is taken).

ARCHE works to strengthen public support for higher education, promote economic and community development, and help its members collaborate in ways that leverage their individual strengths. ARCHE offers two important cooperative programs that help its member institutions expand opportunities for students, faculty and staff.

10.6.1. Cross Registration Program

ARCHE’s cross registration program allows students at member institutions to broaden their academic experience by registering for courses at other member colleges and universities. It shares the vast resources of ARCHE member specialties by offering students access to courses not offered at their home institution, and allows them a chance to experience a different campus environment.

Registration is handled through a student’s home institution. Students must contact their college or university’s cross registration coordinator. Further details are available in Sec. 6.8.5. and Sec. 6.9.4.

10.6.2. Interlibrary Loan Program

Collectively, the libraries of ARCHE member institutions contain millions of volumes and countless periodicals, journals and other print and electronic educational resources. Through ARCHE, these vast resources are shared among member institutions’ students and faculty. Member institutions also collaborate with the region’s major non-university libraries and archives through ARCHE’s affiliated library members (which include Atlanta-Fulton County Public Library System, Kenan Research Center at the Atlanta History Center, Jimmy Carter Presidential Library, Georgia Archives, Georgia Public Library Service, and National Archives and Records Administration—Southeast Region).

The Oglethorpe Campus Store serves students, visitors, alumni, employees and the broader community by offering university apparel and gear as well as an enhanced selection of gifts. We invite you to visit the Store in person, or for special inquiries, please e-mail the director, Kathleen Cody Guy at [email protected].

To order Oglethorpe University items visit:  https://oglethorpeshop.merchorders.com/

All books and course materials are sold online and shipped to students:  https://oglethorpe.ecampus.com/

• The Carlisle Arts Enrichment Fund: Funding was established by a gift from Mr. R. Andy Milford, class of 1999, in memory of Dr. Ronald Carlisle. The purpose of the fund is to provide annual budgetary assistance to the arts at Oglethorpe University.
• The Colonel Nathan Cooper and Mrs. Ernestine Pitman Cooper Family Foundation Endowed Fund for Music: This fund was established in 2009 by a gift from Oglethorpe University Trustee David Nathan Cooper and is named in honor of Mr. Cooper’s parents.
• The Herman Daughtry Fund: This fund was established in 1980 by a gift from the Daughtry Foundation. It provides support for professional travel and scholarship by the president and for special projects relating to the office of the president.
• The Grenwald Faculty Salary Endowment: This fund was established in 1991 by a bequest from Edward S. Grenwald. Mr. Grenwald was a law professor before coming to Atlanta to engage in the private practice of law. He served as a member of the Oglethorpe University Board of Visitors and of the Board of Trustees. The fund is part of the University’s permanent endowment and, at Mr. Grenwald’s request, is used primarily for the enhancement of faculty salaries.
• The Lu Thomasson Garrett Annual Award for Meritorious Teaching: This prize was created in 1994 through the generosity of Mr. and Mrs. David (Lu La Thomasson) Garrett. The late Mrs. Garrett was a 1952 graduate, an Oglethorpe honorary degree recipient and member emeritus of the Board of Trustees. The prize is awarded annually to an outstanding faculty member selected by a committee of their peers.
• The Gisela Halle Endowment Fund: Established in 2003 by gifts from Mr. Claus Halle and his estate, this fund provides funding for students to study abroad in Germany, the faculty exchange program with Dortmund University, and other German initiatives.
• Bill and Diane Hammack Fund: Established in 2018 by Bill ’73 and Diane Hammack, this fund provides support for new program development in the Q. William Hammack School of Business and for scholarships for business students.
• Betsy G. Hansen Scholarship Fund: Established in 2018 in his estate by longtime Trustee, Harald Hansen H ‘08, in memory of his wife, Betsy, this fund provides scholarships to women to study in the Civic Engagement Program.
• The Eugene W. Ivy Endowment Fund: Established by planned gifts from Mr. Ivy, a 1949 graduate of Oglethorpe, the fund provides unrestricted income to the University.
• The National Endowment for the Humanities Core Curriculum Endowment: In 1996, Oglethorpe University was awarded a challenge grant in the amount of $300,000, which enabled the University to raise a total of $1.1 million for an endowment to support the Core curriculum and library purchases for the Core.
• The Oglethorpe Women’s Network/Hansen Women’s Studies Program Endowment: Funding was provided by Betsy Gamble Hansen, who was founder of the Oglethorpe Women’s Network, and her husband, Harald Hansen, a member of the Oglethorpe University Board of Trustees. The endowment provides funding for the Oglethorpe Women’s Network (OWN) and the Women’s Studies Program.
• The Pattillo Faculty Lounge Endowment Fund: Created in 2000 by the Pattillo Family Foundation in honor of Manning M. Pattillo, Jr., the 13th president of Oglethorpe, this fund provides a permanent source of funds to maintain and improve the faculty lounge on the third floor of Hearst Hall.
• The Garland Pinholster Fund for Academic and Athletic Excellence: This fund was established in 1995 by friends and admirers in honor of Mr. Pinholster, who served as athletic director and head basketball coach from 1956 to 1966. Mr. Pinholster received an honorary Doctor of Humane Letters from Oglethorpe in 2004. The fund provides incremental funding beyond the athletic department’s normal budget.
• The Rich Foundation Urban Leadership Program Endowment: Established in 1996 by the Rich Foundation, this endowment provides funding for the Rich Foundation Urban Leadership Program, a minor program that challenges its participants to pursue their leadership potential while utilizing the city of Atlanta as a living laboratory.
• The Shelley and Donald Rubin Endowment for the Arts: Funding was established in 2013 by Donald Rubin, an alumnus from the class of 1956, and his wife Shelley. This endowment provides funding for the Oglethorpe University Museum of Art, an arts-related curricular program, and other arts-related projects at the University.
• The William O. Shropshire Endowed Fund: This endowed fund was established in 2008 through the generosity of Cemal Özgörkey, class of 1984, and Armagan Özgörkey, class of 1985, in honor of Dr. Shropshire, Professor Emeritus of Economics.
• The Anne Rivers Siddons Award: This fund was endowed by Anne Rivers Siddons, the celebrated novelist, former member of the Board of Trustees, Oglethorpe honorary degree recipient and daughter of L. Marvin Rivers, a 1928 graduate. The prize is awarded annually to a graduating senior majoring in English who has submitted the best work of short fiction.

• Frances I. Eeraerts Professor of Foreign Language: This professorship was established in 1997 by a bequest from the estate of Miss Eeraerts, a non-traditional student who graduated in 1976.
• The Vera A. Milner Director of the Center for Global Education (CGE): Funding was established in 1988 by the Vera A. Milner Charitable Trust. The trustees of the Milner Trust, Belle Turner Lynch, class of 1961, Virginia Turner Rezetko and Vera Turner Wells, created the fund in honor of their aunt, Vera A. Milner.
• Manning M. Pattillo, Jr., Professor of Liberal Arts: This professorship was established in 1991 through the generosity of Miriam H. and John A. Conant and the John H. and Wilhelmina D. Harland Charitable Foundation in honor of Dr. Pattillo, the 13th president of Oglethorpe from 1975 to 1988. The professorship honors the work of an outstanding faculty member. A new Pattillo Professor is chosen every two years.
• The Mack A. Rikard Chair in Business Administration and Economics, and the Rikard Lecture Series: The Mack A. Rikard Chair supports (on a rotating basis) a scholar in Business Administration or Economics, advancing Mr. Rikard’s own interest in the free enterprise system. The chair also coordinates the Rikard Lecture Series, aimed at helping college students understand current issues in business. Established in 1991 by Mr. Rikard, a 1937 alumnus and an honorary degree recipient, the lectures bring to campus guest speakers who are recognized leaders in their professions. The series is intended to foster in students a particular appreciation of economics.

Oglethorpe’s faculty and campus life staff work together to coordinate academic offerings, co-curricular programs, and student services in order to create a first-year experience that is welcoming, supportive and challenging. This integrated program is committed to encouraging TU first-year students to succeed.

Major features of the first-year experience include:

• MAP Days: This program invites deposited students in the summer to become more acquainted with campus, meet key faculty and staff, and other students, and go over their fall schedule.
• Welcome Week and Fall Orientation begins before classes commence. Students are encouraged to attend many social events designed to acclimate them with Oglethorpe. This Orientation also includes a service activity. Orientation activities will continue for the first few weeks of class as students will be invited to opening Convocation, lectures around campus, sporting events, and various student activities.
• Student Success (see 6.7.1. and Sec. 10.1.): Oglethorpe’s holistic first-year advising program is designed to assist students’ transition to college. Each incoming TU student is assigned an advisor who helps them register for classes, ensures they get connected with any assistance they need, asks questions about their strengths and weaknesses, and encourages students to become involved in high-impact practices such as internships or service.
• A two-semester Core course sequence in humanities, COR 101, 102 Narratives of the Self I, II;
• A Peer Academic Leader (PAL) is an upperclassman who has demonstrated academic excellence while at Oglethorpe and is responsible serving as an academic mentor to first-year students in traditionally at-risk populations. These populations may include: first generation college students, students enrolled in lower level math and writing courses, and student with a history of low academic achievement. PALs work with student success staff to offer resources to supplement first year students’ course work and assist them in achieving academic and personal success. Each PAL is assigned a specific group of students to work with. These first-year students will have regular interaction with their PAL and programming targeted specifically at their academic needs.
• The many support services of the student success office (see 10.1.); and
• A coordinated intervention process for assisting students in trouble.

The office of information technology services (ITS) supports OU technology resources available to faculty, students and staff of Oglethorpe. The department strives to provide an up-to-date computing environment that is both flexible and responsive to the ever-changing needs of the University. Services include operating the student computing labs, supporting faculty and staff desktops and the OU network that keeps everyone connected, maintaining secure systems, providing e-mail services, remote access, telecom, printing, web infrastructure and classroom enhancement programs, administrative computing (ERP) and more.

Every residence hall room, faculty office, and appropriate staff office has a connection to the Oglethorpe computer network and to the Internet. Access is also available to students through computers located in the Philip Weltner Library.

For additional information about ITS, visit https://oglethorpe.edu/life/support/it-services/. For additional policies concerning policies relating to digital media, information and communication please see Sec. 3.6. Also, see Sec. 6.2. for policies concerning access to, and appropriate academic use of, computers and other electronic devices.

Wi-Fi Printer Policy

The use of wireless printers or personal routers on campus interferes with the campus network and can affect not only your devices but those of students around you. Printers with a wireless feature must disable wireless printing. Wired connections are required to print to a personal printer.

Additional services and products provided and/or managed by ITS are noted below.

10.11.1. IT Services Help Desk

Cross registration through ARCHE (see Sec. 6.8.5., Sec. 6.9.4. and Sec. 10.6.) provides a powerful way of augmenting the rich curricular opportunities available at Oglethorpe by allowing our students to leverage curricular options available at 18 other public and private colleges and universities in and near the metro Atlanta area.

A second option for expanding curricular opportunities is to work with a faculty mentor to develop an independent study. Independent studies can be employed to do advanced research in biology, study Southern writers, produce technically and conceptually sophisticated paintings and other works of art, or any of myriad other possibilities. Independent study also provides a way of looking at interdisciplinary areas (archeology, for example) which are not a formal part of the Oglethorpe curriculum. Please consult Sec. 6.15. for further requirements and explanations.

While Oglethorpe has a variety of major and minor programs, students who wish to major (or minor) in relatively untraditional areas have the option of creating an independently planned major (or minor). A recent graduate, for example, developed an independently planned major which combined business administration with art. She subsequently served a one-year apprenticeship at Sotheby’s in London. Please see https://oglethorpe.edu/academics/programs/individually-planned-major/ for some further recent examples of interesting independently planned majors, as well as relevant application forms. See Sec. 9.22. of this Bulletin for additional requirements and explanations.

Finally, it is possible to simultaneously exploit ARCHE cross registration, independent studies and independently planned majors and minors to develop an educational program that is strategic, unique and personally fulfilling. Students should work closely with their academic advisors in planning and executing such initiatives.

The Oglethorpe University Museum of Art (OUMA) is located on the third floor of Lowry Hall. OUMA serves the university and greater Atlanta community by presenting exhibitions that reflect the interdisciplinary strength of a liberal arts education and the cultural diversity of our community. OUMA engages students by providing a creative stage for the development of museum professionals and engages the public with exhibitions and programming founded on the principles of excellence and social service. The museum proper is comprised of four spaces: The Shelley and Donald Rubin Gallery, Skylight Gallery, OUMA Research Center, and Center Gallery. The museum galleries are welcoming spaces with ample seating, Bluetooth-enabled speakers/charging stations, and meditation/sensory rooms. Additionally, the museum organizes both permanent collection and student art exhibitions in satellite spaces such as the Trustees Room of the Turner Lynch Campus Center, Conant Lobby Gallery, the President’s Gallery in Lupton Hall, and Hearst Hall Gallery. OUMA has become an important cultural addition to Atlanta’s growing arts community, drawing thousands of visitors each year. Lecture and concert series complement exhibitions on view. OUMA is the only small liberal arts university museum in the Southeast which regularly shows nationally and internationally recognized exhibitions. The OUMA permanent collection includes work by master painters, sculptors, and printmakers including Pablo Picasso, Joan Miró, August Rodin, Pierre Bonnard, Alexander Calder, Utagawa Hiroshige, Eugène Delacroix, Marc Chagall, and Salvador Dalí. Over the past five years, a commitment to better reflect the diversity of the student body has allowed for new acquisitions by artists such as Romare Bearden, Rufino Tamayo, Shanequa Gay, Maria Cristina Tavera, and Jess T. Dugan. Each semester OUMA offers gallery assistant internships, independent study, and work study opportunities. Collaborative planning with faculty and staff allows for direct course development in conjunction with exhibitions to give students an immersive experience. OUMA is a crucial tool for university enrichment and scholarship and, as Brookhaven’s only museum of art, is uniquely positioned to fulfill the University’s commitment to diversity, equity, inclusion and accessibility through expansion of collections, education, and community engagement.

Each year, a number of national and international agencies offer a variety of scholarships and post-graduate opportunities which recognize achievement in academics and the potential to contribute to society. Exceptional Oglethorpe University students planning to advance their academic, leadership, or civic qualifications following graduation are encouraged to evaluate their qualifications to apply for these prestigious opportunities. These include but are not limited to the Fulbright, Marshall, Rhodes, Truman, Gates, Goldwater and Mitchell Scholarships, and organizations such as Teach for America and the Peace Corps. Students who meet basic qualifications are encouraged to notify the nominating committee of their intent to apply based on the procedures and deadlines outlined on the Oglethorpe University website. It is not unusual for very well qualified candidates to start planning for applying for one or more of these opportunities during their sophomore year. The nominating committee, composed of faculty and staff, will review candidates, provide feedback and make recommendations to nominees for each opportunity. For more information, visit Career Development.

Each post-secondary institution that is accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC; see Sec. 2.5.) is required to develop a Quality Enhancement Plan (QEP) every ten years. Each institution is asked to examine key issues that are emerging on campus and have to do with student learning in the context of the institution’s mission. The institution then develops goals to address one or more such issues as a way of improving the academic life of the college or university. Institutions must also show that they have the means to implement and assess the effectiveness of the components of their plan, making use of broad-based campus resources and constituencies.

Oglethorpe was approved by its SACSCOC (see Sec. 2.5.) on-site accreditation team to proceed with its 2017 plan focused on holistic advising. This program, originally called Compass, is designed to give entering TU students a comprehensive and engaging advising process.

Through the first year seminar (FYS) experience, students now have a mentor who will guide them through their first year. Students are encouraged through this model to intentionally consider how what they do in and out of the classroom affects their lives after college. Oglethorpe admits a wide variety of students; some of them are more college-ready than others. We believe that all students, regardless of preparation, benefit from holistic advising that pays attention to multiple variables that influence how our students discover success.

In addition, Oglethorpe expects its advisors and FYS mentors to get to know their students and work with them throughout the first year to augment what they do well and improve on areas of concern. Students participate in academic advising through a collaborative educational process in which students and their advisors are partners in meeting the essential learning outcomes, ensuring student academic success, and outlining the steps for achievement of the student’s personal, academic and career goals. (See Sec. 10.1.).

The Philip Weltner Library is vital to the scholarly environment of Oglethorpe as both a destination and a body of resources, and the library supports the mission of the University through its varied collections and programs. It provides a scholarly atmosphere for the pursuit of academic excellence and encourages collaborative learning and individual study.

The mission of the library is to enhance, strengthen, and champion academic research within the Oglethorpe University community. By imparting lifelong learning skills, providing authenticated knowledge resources, and engaging users, the library prepares stakeholders to appropriately find and evaluate information in the 21st century global environment.

To accomplish its mission, the library:

• Develops an appropriate collection of resources based on the needs of the community.
• Organizes, describes, and houses the collection for effective access and preservation.
• Provides prompt and equitable access to the collection.
• Provides instruction and assistance in the use of the library to deliver resources and promote lifelong learning.
• Provides enhanced access through formal consortial agreements with other colleges and universities.

The collection houses in a variety of types and formats.  Purchase of resources is heavily influenced by Oglethorpe community involvement.  The library strives to develop a collection that reflects the diversity and makeup of the campus community.  A balance is maintained between print and electronic resources as both are necessary to the development of critical thinking and writing skills emphasized by the University.

GALILEO (GeorgiA LIbrary LEarning Online) is an online library portal to authoritative, curated resources. The Oglethorpe community may access hundreds of databases indexing tens of thousands of periodicals and scholarly journals. Other resources include encyclopedias, business directories, government publications, primary and archival sources, and images.

In addition to GALILEO, the library subscribes to a number of scholarly, discipline-specific databases. Consortia memberships in AMPALS (Atlanta-Macon Private Academic Libraries), GPALS (Georgia Private Academic Libraries), and ARCHE (Atlanta Regional Council of Higher Education) (see Sec. 10.6.) provide Oglethorpe with access to members’ libraries and services including interlibrary loan and interlibrary use privileges.

Access services include circulation, interlibrary loan, and print and electronic reserves.  Students access appropriately licensed online materials through the campus learning management system.  The Library also circulates Chromebooks, laptops, and calculators to students.  Library resources are a shared collection and prompt return of materials, especially reserve items, is an expectation of both the Honor Code and the Code of Student Conduct.  Damaging library resources is also a violation of both codes. A current PetrelPass or government-issued photo identification must be presented at the time of check out.

Library staff members are available during regular hours or by appointment. Reference librarians offer research assistant to students and provide information literacy instruction at the request of faculty members.

A scaffold-based information literacy program ensures that students gain proficiency in using a variety of resources and formats applicable to their classes as they progress through academic levels. This acquired skill set is a lifelong learning tool and adheres to information literacy standards created by the Association of College and Research Libraries (ACRL).  The information literacy program provides outreach and instruction sessions for students as well as customized guides at the request of the faculty.

The library provides a destination for individual study, collaborative work, and a variety of campus programs.  Computers, printers, study rooms, and a 24-Hour Room allow students to tailor the library physical resources to their own study needs.  A fifty-seat, multimedia classroom and seminar space are often used by faculty for classes or events.

The beautiful library space is also a venue for many events including film showings, lectures, orientations, as well as for alumni and admission programs.

Current information and policies can be found on the library webpage at https://library.oglethorpe.edu/.

Patrons’ expectation of privacy in how they use resources and materials is foundational to the concept of libraries.  Adhering to the American Library Association Code of Ethics, the library “protects each library users’ right to privacy and confidentially with respect to information sought or received and resources consulted, borrowed, acquired, or transmitted.”  Only through court order may patrons’ circulation histories be shared.