E NGINEERING A B RIDGE TO I NFORMATION L ITERACY
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ENGINEERING A BRIDGE TO INFORMATION LITERACY The NEED Technical writing is an essential skill for developing and practicing engineers. Freshman Engineering students have difficulty Understanding the parts of a technical report Defining and avoiding plagiarism Evaluating the validity and veracity of online sources Finding appropriate sources for research Understanding Intellectual Property The OPPORTUNITY The ILCEP facilitated and incentivized the collaboration between librarians and engineering instructors to address these issues BACKGROUND Week "Your Turn" Exercises Assessments Reading Beginning of Class Pre-Test: Library Information Week 2 "Intro to Information" Plagiarism scenarios Plagiarism Avoidance Tutorial When to cite scenarios Week 5 "Information Tools" Identify parts of a citation Pre-Quiz: Identify parts of a citation Beer, D. F. (2009). Accessing Engineering Information. In A Guide to Writing as an Engineer (3rd. ed., pp. 165-198). Hoboken, N.J.: Wiley. Find a citation Post-Quiz: Identify parts of a citation Week 11 "Intellectual Property" Name that trademark Pre-Quiz: Intellectual Property Rockman, H. (2004). Overview of Intellectual Property Law. In Intellectual Property Law for Engineers and Scientists. (pp. 1-8). Hoboken: IEEE Press. Find that patent Post-Quiz: Intellectual Property End of Class Post-Test: Library Information INSTRUCTIONAL MODULES COURSE OUTLINE Week Topic 1 Syllabus, Announcements, Intro to Engineering , Ethics in Engineering (Chap. 2) 2 Ethics in Engineering (Chap. 2), Information Literacy I 3 Teamwork (Chap. 3.6) 4 Technical Communication: Technical Report Writing (Chap. 4), Testing of Project 1 (Competition) 5 Technical Communication: Oral Presentations (Chap. 4), Information Literacy II 6 Oral Presentation of Project 1 7 8-9 Mid-Semester Exam, Project Management, Microsoft Excel & Data Analysis (Chap. 13-16) 9 Technical Communication; Posters (Chap. 4.4) 10 Poster Presentation of Excel Project, Engineering Graphics 11 Engineering Graphics, Information Literacy III 12-13 Design Project 14 Design Project, Presentation of Final Project 15 Final Project Technical Report, Course Portfolio 16 Finals Week COLLABORATION & PLANNING (Summer 2011) Literature Search Added Information Literacy Student Learning Outcomes to ENGR 101 Syllabus Developed & Implemented 3 Class Sessions Course Management System In-Class Assignments Homework Assignments Information Literacy Pre/Post Test & Unit Pre/Post Quizzes Added Information Literacy components to Technical Report Grading Rubric Planned End o f Term Poster Session IMPLEMENTATION (Fall 2011 & Spring 2012) FUTURE PLANS Continue Information Literacy Modules in ENGR 101(Fall & Spring) Modified Delivery: 1 in-class session 1 on-line module 1 Out of Class Experience Improved Assessment On-line Pre/Post Quizzes will be larger part of student course grade METHODOLOGY New Information Literacy Learning Objectives were integrated into ENGR 101 Technical Report Grading Rubric was modified to include Information Literacy Criteria Student completion of pre-tests and post-tests was not consistent, yielding little usable data for direct analysis Faculty Feedback indicated student technical reports were better than in previous years; specifically, students: Selected and used appropriate sources Cited sources correctly Qualitative Survey Solicited Student Feedback Overall reaction was positive. Most beneficial: • Being able to glean information faster with a focused research strategy • Being cognizant of the various information sources other than the internet • The ability to access library resources without physically going to the library Least beneficial: • Difficulty in remotely accessing information via the library webpage. RESULTS CONCLUSION S BIBLIOGRAP HY Fall 2011 : 735 students; 18 sections 2 Librarians; 9 Engineering Faculty 1 Coordinator Librarians taught 3 classes/section Spring 2012 : 185 students; 4 sections 2 Librarians; 3 Engineering Faculty 1 Coordinator Librarians taught 1-2 classes/section Through funding from the Information Literacy Course Enhancement Program (ILCEP), Freshman Engineering faculty and two Librarians collaborated to create 3 information literacy modules, based on ABET criteria and ACRL/STS information literacy standards, for a first year Engineering Problem Solving course. The modules included information ethics such as plagiarism and proper citations, information skills including finding appropriate sources for research and evaluating the validity and veracity of online sources, and intellectual property issues. These modules were presented to more than 900 student in 22 sections, involving 10 faculty, over the course of 2 semesters. Student mastery of content was evident in the improved quality of their technical reports and posters. ALA/ACRL/STS Task Force on Information Literacy for Science and Technology. (2006). Information Literacy Standards for Science and Engineering/Technology. Retrieved from http://www.ala.org/acrl/standards/infolitscitech National Society of Professional Engineers. (2007). Code of Ethics for Engineers. Publication 1102. http://www.nspe.org/Ethics/CodeofEthics/index.html Oakleaf, M. (2011). Are They Learning? Are We? Learning and the Academic Library. Library Quarterly, 81(1), 61-82. Supplement: http://www.jstor.org/stable/suppl/10.1086/657444/suppl_file/80209s uppl.pdf Strife, Mary, Marian Armour-Gemmen, and Robin Hensel. (2012). Integrating Information Literacy in Engineering: Librarians/Faculty Collaboration for the First Year Engineering Experience. Forthcoming 2012 ASEE conference paper. . ABSTRACT The infusion of Information Literacy into the Engineering Problem Solving I course was successful and worth repeating in future semesters. Student learning outcomes were realized. LESSONS LEARNED Modify Delivery System in response to faculty feedback Engage students with eCampus assessments FUTURE ACTIVITIES Redesign modules to include: In-class presentation On-line module Out of Class Experience in the Library Increase weight of Information Literacy Quizzes in course grade Mary Strife 1 , Robin Hensel 2 , Marian Armour-Gemmen 1 1 WVU Libraries ; 2 WVU Benjamin M. Statler College of Engineering and Mineral Resources
description
. E NGINEERING A B RIDGE TO I NFORMATION L ITERACY. Mary Strife 1 , Robin Hensel 2 , Marian Armour-Gemmen 1 1 WVU Libraries ; 2 WVU Benjamin M. Statler College of Engineering and Mineral Resources. RESULTS. ABSTRACT. - PowerPoint PPT Presentation
Transcript of E NGINEERING A B RIDGE TO I NFORMATION L ITERACY
ENGINEERING A BRIDGE TO INFORMATION LITERACY
The NEED Technical writing is an essential skill for developing and practicing engineers. Freshman Engineering students have difficulty
Understanding the parts of a technical report Defining and avoiding plagiarism Evaluating the validity and veracity of online sources Finding appropriate sources for research Understanding Intellectual Property
The OPPORTUNITY The ILCEP facilitated and incentivized the collaboration between librarians and
engineering instructors to address these issues
BACKGROUND
Week "Your Turn" Exercises Assessments ReadingBeginning of Class Pre-Test: Library Information
Week 2"Intro to Information"
Plagiarism scenarios Plagiarism Avoidance Tutorial
When to cite scenarios
Week 5"Information Tools"
Identify parts of a citation Pre-Quiz: Identify parts of a citation
Beer, D. F. (2009). Accessing Engineering Information. In A Guide to Writing as an Engineer (3rd. ed., pp. 165-198). Hoboken, N.J.: Wiley.
Find a citation Post-Quiz: Identify parts of a citation
Week 11"Intellectual Property"
Name that trademark Pre-Quiz: Intellectual Property Rockman, H. (2004). Overview of Intellectual Property Law. In Intellectual Property Law for Engineers and Scientists. (pp. 1-8). Hoboken: IEEE Press.
Find that patent Post-Quiz: Intellectual Property
End of Class Post-Test: Library Information
INSTRUCTIONAL MODULES
COURSE OUTLINEWeek Topic
1 Syllabus, Announcements, Intro to Engineering , Ethics in Engineering (Chap. 2) 2 Ethics in Engineering (Chap. 2), Information Literacy I 3 Teamwork (Chap. 3.6) 4 Technical Communication: Technical Report Writing (Chap. 4),
Testing of Project 1 (Competition)
5 Technical Communication: Oral Presentations (Chap. 4), Information Literacy II 6 Oral Presentation of Project 1 7
8-9Mid-Semester Exam, Project Management, Microsoft Excel & Data Analysis (Chap. 13-16)
9 Technical Communication; Posters (Chap. 4.4)10 Poster Presentation of Excel Project, Engineering Graphics 11 Engineering Graphics, Information Literacy III
12-13 Design Project 14 Design Project, Presentation of Final Project 15 Final Project Technical Report, Course Portfolio 16 Finals Week
COLLABORATION & PLANNING (Summer 2011)Literature SearchAdded Information Literacy Student Learning Outcomes to ENGR 101 SyllabusDeveloped & Implemented 3 Class Sessions
Course Management System In-Class Assignments Homework Assignments Information Literacy Pre/Post Test & Unit Pre/Post Quizzes
Added Information Literacy components to Technical Report Grading RubricPlanned End o f Term Poster Session
IMPLEMENTATION (Fall 2011 & Spring 2012)
FUTURE PLANSContinue Information Literacy Modules in ENGR 101(Fall & Spring)Modified Delivery:
1 in-class session 1 on-line module 1 Out of Class Experience
Improved Assessment On-line Pre/Post Quizzes will be larger part of student course grade Faculty will emphasize significance of assignments and quizzes to students
Additional on-line modules may be developed Incorporate Information Literacy Modules into on-line version of ENGR 101
METHODOLOGY
New Information Literacy Learning Objectives were integrated into ENGR 101 Technical Report Grading Rubric was modified to include Information Literacy
Criteria Student completion of pre-tests and post-tests was not consistent, yielding little
usable data for direct analysis Faculty Feedback indicated student technical reports were better than in
previous years; specifically, students: Selected and used appropriate sources Cited sources correctly
Qualitative Survey Solicited Student Feedback Overall reaction was positive. Most beneficial: • Being able to glean information faster with a focused research strategy • Being cognizant of the various information sources other than the internet• The ability to access library resources without physically going to the
library Least beneficial: • Difficulty in remotely accessing information via the library webpage.
RESULTS
CONCLUSIONS
BIBLIOGRAPHYFall 2011:735 students; 18 sections2 Librarians; 9 Engineering Faculty1 CoordinatorLibrarians taught 3 classes/section
Spring 2012:185 students; 4 sections2 Librarians; 3 Engineering Faculty1 CoordinatorLibrarians taught 1-2 classes/section
Through funding from the Information Literacy Course Enhancement Program (ILCEP), Freshman Engineering faculty and two Librarians collaborated to create 3 information literacy modules, based on ABET criteria and ACRL/STS information literacy standards, for a first year Engineering Problem Solving course. The modules included information ethics such as plagiarism and proper citations, information skills including finding appropriate sources for research and evaluating the validity and veracity of online sources, and intellectual property issues. These modules were presented to more than 900 student in 22 sections, involving 10 faculty, over the course of 2 semesters. Student mastery of content was evident in the improved quality of their technical reports and posters.
ALA/ACRL/STS Task Force on Information Literacy for Science and Technology. (2006). Information Literacy Standards for Science and Engineering/Technology. Retrieved from http://www.ala.org/acrl/standards/infolitscitech
National Society of Professional Engineers. (2007). Code of Ethics for Engineers. Publication 1102. http://www.nspe.org/Ethics/CodeofEthics/index.html
Oakleaf, M. (2011). Are They Learning? Are We? Learning and the Academic Library. Library Quarterly, 81(1), 61-82. Supplement: http://www.jstor.org/stable/suppl/10.1086/657444/suppl_file/80209suppl.pdf
Strife, Mary, Marian Armour-Gemmen, and Robin Hensel. (2012). Integrating Information Literacy in Engineering: Librarians/Faculty Collaboration for the First Year Engineering Experience. Forthcoming 2012 ASEE conference paper.
.
ABSTRACT
The infusion of Information Literacy into the Engineering Problem Solving I course was successful and worth repeating in future semesters.
Student learning outcomes were realized.
LESSONS LEARNED Modify Delivery System in response to faculty feedback Engage students with eCampus assessments
FUTURE ACTIVITIES Redesign modules to include:
In-class presentation On-line module Out of Class Experience in the Library
Increase weight of Information Literacy Quizzes in course grade
Mary Strife1, Robin Hensel2, Marian Armour-Gemmen1
1 WVU Libraries; 2 WVU Benjamin M. Statler College of Engineering and Mineral Resources
