Conference Session

New Tools and Techniques for Information Literacy

Collection

2008 Annual Conference & Exposition

Authors

William Baer, Wichita State University

Tagged Divisions

Engineering Libraries

AC 2008-2132: USING VIDEOS TO TEACH THE ETHICAL USE OFENGINEERING INFORMATIONWilliam Baer, Wichita State University WILLIAM M. BAER is an associate professor and the Engineering and Physical Sciences Librarian at Wichita State University. He earned degrees in Electrical and Computer Engineering (BS) and Library and Information Science (MLIS) from Brigham Young University. Page 13.1367.1© American Society for Engineering Education, 2008 Using Videos to Teach the Ethical Use of Engineering InformationAbstractThe engineering profession has always valued ethical behavior. However, it seems that

Conference Session

Teaching Engineering Students and Library Staff: New Ideas and Best Practices

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amber Janssen, California Maritime Academy; William W. Tsai, California State University, Maritime Academy

Tagged Divisions

Engineering Libraries

Paper ID #25448Measuring Information Fluency Instruction: Ethical Use of Images in Engi-neering Student PresentationsMs. Amber Janssen, California Maritime Academy Amber Janssen is an senior assistant librarian at California State University, Maritime Academy (CSUM). Her research background is in the instruction and assessment of information fluency in undergraduate education.Dr. William W. Tsai, California State University, Maritime Academy Dr. William W. Tsai is an assistant professor in the Mechanical Engineering Department at Califor- nia State University, Maritime Academy (CSUM). His research background is fluid

Conference Session

Engineering Libraries Division Technical Session 1: Diversity

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shalini Ramachandran, Boise State University; Steven Matthew Cutchin, Boise State University; Sheree Fu, California State University, Los Angeles

Tagged Topics

Diversity

Tagged Divisions

Engineering Libraries

algorithms as they enter the workforce, can develop an early awarenessand understanding of bias in information systems. Further, when the students receive suchtraining, the automated systems they generate will produce more fair outcomes. Our pedagogyincorporates insights from computer science, library science, medical ethics, and critical theory.The aim of our algorithm bias instruction is to help computer science students recognize andmitigate the systematic marginalization of groups within the current technological environment.IntroductionSearch-engine bias and unfair outcomes from automated systems have been documented inrecent years. All modern information systems depend on computer algorithms to run effectiveprograms. Algorithms are sets of

Conference Session

TS3: Working with Students

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew Frenkel, New York University; Azure Janee Stewart

Tagged Divisions

Engineering Libraries

Student to Scholar: A Professional Skills Focused Library and Student Affairs CollaborationABSTRACTThe Student2Scholar initiative began as a collaboration between library and engineering facultyin the Spring of 2017. The primary focus of Student2Scholar (S2S) was to develop focusedprogramming to reinforce professional skill development among engineering students. Duringthe Summer of 2020 the S2S initiative partnered with New York University’s Tandon School ofEngineering Summer Undergraduate Research (SUR) Program to develop an 8 week longworkshop series focusing on opportunities in areas such as scientific communication,visualization, ethics and research, information literacy, and mentorship. A

Conference Session

Engineering Libraries Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Daniela Solomon, Case Western Reserve University; Christopher Heckman, St. Mary's College of Maryland

Tagged Divisions

Engineering Libraries

illustrating the common mistakes found in the engineeringliterature.IntroductionFor scientific publications to contribute to the advancement of knowledge, it isnecessary that researchers be objective, complete, fair, and accurate in reporting theresults of their work, and to act with integrity throughout the publishing process. Theauthors of scholarly publications bear the responsibility for adhering to ethical norms,including those related to authorship and attribution, disclosure of conflict of interest,and the integrity of the peer-review process. As many graduate engineering programsrequire journal publications and/or conference presentations for graduation, it is criticalthat students learn about best practices in scholarly communications and are

Conference Session

Information Literacy Integration and Assessment

Collection

2009 Annual Conference & Exposition

Authors

Donna Riley, Smith College; Rocco Piccinino, Smith College

Tagged Divisions

Engineering Libraries

; and assisted student teams per request as they progressed with their projects. The courseprofessor assigned reading on information literacy; conducted a class discussion on informationliteracy in the broader context of intentional learning and reflective judgment; developed ahomework assignment designed to practice information retrieval and evaluation skills; reviewedthese skills on a midterm exam; reinforced information literacy skills on assignments includingproblem sets and ethics case analyses; and incorporated information literacy throughout the LCAproject and specifically through an LCA annotated bibliography assignment.Assessment data from student work as well as course surveys and focus groups provide feedbackon student learning and

Conference Session

Information Literacy: Theory and Practice

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amy G. Buhler, University of Florida; Michelle Leonard, University of Florida; Margeaux Johnson, University of Florida; Ben DeVane, University of Florida

Tagged Divisions

Engineering Libraries

faculty in 2004 and is currently responsible for copyright and intellectual property rights compliance. Michelle is a recognized expert in intellectual property rights as they relate to academic library services and has spoken on these issues at international and national conferences. She regularly teaches workshops for science graduate students and faculty on authors’ rights, copyright, and right infringements including plagiarism. Her current research interests include the cultural bases of ethical decisions made by students and the broader issues of rights embodied in the Open Access movement.Margeaux Johnson, University of Florida Margeaux Johnson is a Science & Technology Librarian at the University of Florida’s

Conference Session

Information Literacy Integration and Assessment

Collection

2009 Annual Conference & Exposition

Authors

Donna Riley, Smith College; Rocco Piccinino, Smith College; Mary Moriarty, Smith College; Linda Jones, Smith College

Tagged Divisions

Engineering Libraries

assessmentplan.ABET outcomes criteria do not explicitly mention information literacy, but it is apparent thatstudents cannot achieve many of the ABET outcomes without developing information literacyskills. Still, it is not common for these skills to be assessed as part of ABET outcomesassessment. Several mappings of information literacy criteria to ABET outcomes are available inprevious work, connecting with several outcomes including lifelong learning, communication,and ethics. Because each institution develops their own set of outcomes, we did not simply adoptanother’s mapping but developed our own based on our understandings of our outcomes criteria.This paper describes our process in developing our information literacy criteria integrated withABET

Conference Session

Engineering Libraries Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

William W. Tsai, California State University, Maritime Academy; Amber Janssen MLIS, California State University, Maritime Academy

Tagged Divisions

Engineering Libraries

engineering students enrolled in a workexperience course, 47% of the students described the task of finding technical reports as difficult[7]. In addition, undergraduate students often have erroneous perceptions about the ethical use ofinformation found on the web and the need to include citations [12].Literature ReviewLibrarians and engineering professors have tried many approaches to solve the problemspreviously noted in student assignments. Some notable examples have shown success inredesigning an assignment to emphasize information fluency skills in combination withinstruction from a librarian. Williams, Blowers and Goldberg [14] incorporated informationfluency into a thermodynamics course by revising assignments to require students to find data

Conference Session

Educating the Whole Engineer - Building Life Skills

Collection

2008 Annual Conference & Exposition

Authors

Kate Thomes, University of Pittsburgh; Beth Bateman Newborg, University of Pittsburgh; Kate Joranson, University of Pittsburgh; Dan Budny, University of Pittsburgh; Steven Abramowitch, University of Pittsburgh; Carol Washburn, University of Pittsburgh; Carol Baker, University of Pittsburgh

Tagged Divisions

Engineering Libraries

. What engineers need to experience andknow, in addition to “hard” knowledge, is further explained by Shuman and Besterfield-Sacre as“process-oriented skills and awareness-oriented skills.”2 Process-oriented skills include“communication, teamwork, and the ability to recognize and resolve ethical dilemmas.”3 Theseskills are powerful when combined with awareness skills involving “understanding the impact ofglobal and social factors, knowledge of contemporary issues, and the ability to do lifelonglearning.”4 But what are the most effective ways of incorporating process and awareness-oriented practices into engineering curricula already crowded with necessary science, math, anddisciplinary courses? How can engineering schools, which must ensure that

Conference Session

Information Tools and Techniques for Engineering Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Amy G. Buhler, University of Florida; Margeaux Johnson, University of Florida; Michelle Leonard, University of Florida; Melody Royster, University of Florida

Tagged Divisions

Engineering Libraries

Co-PI on the NSF ethics in education grant ”Gaming Against Plagiarism” and was a member of the NIH VIVO Collaboration.Michelle Leonard, University of Florida Michelle Leonard received her master’s of arts (M.A.) and master’s of Library Science (MLS) degrees from Kent State University, and has worked in both corporate and academic environments. She is an asso- ciate university librarian in the Marston Science Library at the University of Florida where she manages collections in the agriculture and life sciences. Michelle regularly teaches workshops for science grad- uate students, post docs and faculty on responsible conduct of research, including plagiarism, and data management. Her current research interests

Conference Session

Reimagining Engineering Information Literacy: Novel Perspectives on Integration, Assessment, Competencies & Information Use

Collection

2015 ASEE Annual Conference & Exposition

Authors

Margaret Phillips, Saginaw Valley State University; Sarah Lucchesi, Michigan Technological University; Jennifer Sams, Michigan Technological University; Paul J. Van Susante, Michigan Technological University

Tagged Divisions

Engineering Libraries

 rubric consistently. The rubric consisted of three information literacy criteria: accessing needed information, using information effectively, and accessing and using information ethically. Scores ranging from 1­4 can be assigned for each of the three criteria according to the rubric, with situations in which a 0 would be assigned defined during the norming session and noted on the rubric.   Page 26.1663.6Identifying information, including name, group number, and course section number, was removed from the assignments and replaced with a code by a staff member who did not participate in assessment. Each of four librarians who participated in

Conference Session

Assessment of Information Literacy Programs for Engineers

Collection

2006 Annual Conference & Exposition

Authors

Alysia Starkey, Kansas State University-Salina; Jung Oh, Kansas State University-Salina; Judith Collins, Kansas State University-Salina; Beverlee Kissick, Kansas State University-Salina

Tagged Divisions

Engineering Libraries

starting the process by orienting the first planning meeting to relevantdepartment, college, university, and accrediting agency outcomes: Department: Engineering Technology Outcomes: The department of Engineering Technology has written its student learning outcomes in five categories, A-E. The faculty/librarian team selected four outcomes that the instructor’s assignment could encompass: Ability to be life-long learners Ability to write clear and effective technical reports, proposals, and business correspondence Awareness and understanding of the impact of technology on society Ability to practice professional ethics and social responsibilityFaculty

Conference Session

New Collaborations

Collection

2010 Annual Conference & Exposition

Authors

Megan Sapp Nelson, Purdue University; Michael Fosmire, Purdue University Libraries -- PHYS

Tagged Divisions

Engineering Libraries

, legal, and social issues surrounding the use of information, and access and use information ethically and legally7In addition, the ACRL Science and Technology Section (STS)’s ‘flavor’ of information literacystandards8 also maintains that a student ‘…understands that information literacy is an ongoingprocess and an important component of lifelong learning and recognizes the need to keep currentregarding new developments in his or her field.’Viewed from the perspective of lifelong learning, the ability to ‘determine the extent ofinformation needed,’ corresponds to articulating a ‘learning need’. ‘Access[ing] the neededinformation’ and ‘using information effectively to accomplish a specific purpose’ fits within theframework of developing

Conference Session

Engineering Libraries Division Technical Session 2: Special Topics

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jean L. Bossart, University of Florida

Tagged Divisions

Engineering Libraries

students took the same 8-hour exam regardless of their engineering discipline [1]. After1996, while the four-hour morning portion of the exam remained the same for all applicants, adiscipline specific afternoon session was added. The FE exam went through a major overhaul in2014, including a reduction in the number of test questions and the addition of a requirement thateach examinee choose a test in one of seven engineering disciplines: chemical, civil, electricaland computer, environmental, industrial and systems, mechanical, or other disciplines [11, 12].There are still some subject areas that are common to all seven of the FE disciplines:mathematics, probability and statistics, ethics and professional practice, and engineeringeconomics [9]. As

Conference Session

Foundations for Pedagogical Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Marian G. Armour-Gemmen, West Virginia University; Chanelle Pickens MLIS, CA, West Virginia University; Robin A.M Hensel, West Virginia University; Mary L. Strife, West Virginia University; Mariam Jalalifard, West Virginia University

Tagged Topics

Diversity

Tagged Divisions

Engineering Libraries

indicators. Students should use information by recognizing the need,using it effectively, evaluating it, using it ethically and legally, and recognizing its changingnature. Since freshman engineering students need to learn the same things, engaging the newlibrarians in teaching basic information literacy components to freshman engineering studentsseemed to be a good place to train them.The learning process included three significant steps: Observation, reflection (and input), andpractice. A key component was to maintain the novice librarian’s engagement at each stage ofthe learning process. The novice librarians first observed sections of the in-class component,taught by an experienced engineering librarian, with the knowledge that they would be

Conference Session

Fresh Perspectives on Information Literacy

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mary L. Strife, West Virginia University; Marian G. Armour-Gemmen, West Virginia University; Robin A.M Hensel, West Virginia University

Tagged Divisions

Engineering Libraries

mnemonic.student critically evaluates the procuredinformation and its sources, and as a result,decides whether or not to modify the initialquery and/or seek additional sources andwhether to develop a new research process.Standard 4. The information literate Knows four types of intellectual property.student understands the economic, ethical,legal, and social issues surrounding the use Understands the difference between commonof information and its technologies and knowledge and not so common knowledge.either as an individual or as a member of agroup, uses information effectively, Understands plagiarism and how to avoid it.ethically, and legally to accomplish a specificpurpose

Conference Session

Reimagining Engineering Information Literacy: Novel Perspectives on Integration, Assessment, Competencies & Information Use

Collection

2015 ASEE Annual Conference & Exposition

Authors

Farshid Zabihian, West Virginia University Institute of Technology; Mary L. Strife, West Virginia University; Marian G. Armour-Gemmen, West Virginia University

Tagged Divisions

Engineering Libraries

engineers deal with a wide variety of information at various steps of a project. Time constraints imposed on the design team as well the need for diverse information challenges design engineers. Diverse information ranges from abstract ideas in the conceptual design step to the smallest details in the detailed design, from checking patents for new ideas to avoid any infringing of existing patents and trade names. Because of this need, the ABET (Accreditation Board for Engineering and Technology) has articulated the importance of student outcomes to include “(f) an understanding of professional and ethical responsibility”, and “(i) a recognition of the need for, and an ability to engage in life-long learning.” [5]  Design

Conference Session

Educating the Whole Engineer - Building Life Skills

Collection

2008 Annual Conference & Exposition

Authors

Christine Drew, Worcester Polytechnic Institute; Richard Vaz, Worcester Polytechnic Institute

Tagged Divisions

Engineering Libraries

sources, and integrate information from multiple sources to identify appropriate approaches to addressing the project goals (7, 10) _ Select and implement a sound approach to solving an interdisciplinary problem. (7, 10) _ Analyze and synthesize results from social, ethical, humanistic, technical or other perspectives, as appropriate. (8, 9) _ Maintain effective working relationships within the project team and with the project advisor(s), recognizing and resolving problems that may arise. (5) _ Demonstrate the ability to write clearly, critically and persuasively. (4) _ Demonstrate strong oral communication skills, using appropriate, effective visual aids. (4) _ Demonstrate an awareness of the ethical dimensions

Conference Session

Orienting Students for Lifelong Learning Success

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mary L. Strife, West Virginia University; Robin A. M. Hensel Ed.D., West Virginia University; Marian G. Armour-Gemmen, West Virginia University

Tagged Divisions

Engineering Libraries

version and a publisher version. The delay in choice caused acondensed time frame for the loading of materials into a course management system. Thecampus course management, which is called eCampus, was chosen by the beginning of August.We all received the final syllabus the week before classes began. 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

Conference Session

Opening Up: Data, Open Access, and Open Educational Resources

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Chris Wiley, University of Illinois at Urbana-Champaign

Tagged Divisions

Engineering Libraries

resource factors [3]. The medical information community believes it is ethically responsibleto share clinical trial data [4]. A survey of patients participating in a clinical trial revealed 85 %of the majority perceived the benefits of sharing de-identified data outweigh any negatives [5].There remains an ongoing debate regarding best practices, merits, challenges and approaches onseeking consent to data sharing [6] – [9].Despite research indicating benefits of sharing data, some researchers are unwilling to reportscientific findings. An investigation of 1329 researchers’ data practices indicates scientists do notmake their research data electronically available to other researchers [10]. An analysis of 160reviewed articles published in the

Conference Session

Information Literacy: Preparing Students for the Real World

Collection

2011 ASEE Annual Conference & Exposition

Authors

Eugene Barsky, University of British Columbia; Annette Berndt, University of British Columbia; Aleteia Greenwood, University of British Columbia; Carla S Paterson, University of British Columbia

Tagged Divisions

Engineering Libraries

be compared with the actualcitations in the formal reports. Please refer to Appendix 1 for the worksheets containing thethree sets of questions. The questions were designed to be readily comprehensible by students,and also to yield data that would be of interest to both librarians and instructors.The ethical review application for this study is currently being processed as a “minimal risk” Page 22.1682.5application by the Behavioural Research and Ethics Board at UBC. All students have beenassured that the study is voluntary. Participants cannot be identified and those who do notparticipate will not be penalized.Signed consent forms and the

Conference Session

Engineering Libraries (ELD) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Alison Bradley, University of North Carolina, Charlotte; R. Daniel Latta, University of North Carolina, Charlotte; Meg Harkins, University of North Carolina, Charlotte

Tagged Divisions

Engineering Libraries

midway through the year (or who do not pass on their first attempt) may enroll in thespring. Aside from transfer students, when taking this course most students will only have theresearch comprehension and skills they developed in high school. Although they will need tocontinue learning how to properly conduct research at a college level as they progress throughthe degree program, they are expected to meet a baseline level of ethical and effective research topass the course. According to the Common Core State Standards, 12th grade students should becapable of researching a topic as follows:     CCSS ELA Literacy-W.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced

Conference Session

Professional Issues and Opportunities for Engineering Librarians

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jean L. Bossart, University of Florida

Tagged Divisions

Engineering Libraries

all tests in the subjects of mathematics, probability and statistics, ethics and professionalpractice, and engineering economics [5]. Figure 1 shows a timeline which summarizes the majorchanges to the FE exam.The computer-based FE exam is administered through Pearson Vue test centers (during fourtesting windows: Jan-Feb, Apr-May, Jul-Aug, Oct-Nov), which maintains hundreds of NCEES-approved test centers both in the U.S. and at international locations [5]. Starting in 2017, thecomputer-based FE introduced a new testing component called alternative item types (AITs),which are questions other than traditional multiple-choice questions [11]. In 2018, theexamination fee was reduced from $225 to $175 [5].The only reference material that may be used

Conference Session

Information Literacy: Theory and Practice

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jay J. Bhatt, Drexel University; Larry Milliken, Drexel University; Lloyd Ackert, Drexel University; Eleanor J. Goldberg, Drexel University Library

Tagged Divisions

Engineering Libraries

to go through a three-course sequence thatculminates in the presentation of a new design to their community during their senior year. Thesequence is intended to simulate the real world engineering process of working in teams to solveopen-ended design problems—and all that this process entails. Practicing and refining students’information gathering skills is a critical component of the senior design sequence, because trueinnovation cannot occur without a solid understanding of the ethical, legal, social, and technicalcontexts in which invention occurs. Well developed library research skills are integral tostudents’ success in the program. Drexel’s engineering librarian works closely with senior designstudents both in the formal classroom

Conference Session

Technical Papers

Collection

2010 Annual Conference & Exposition

Authors

Dana Denick, Drexel University; Jay Bhatt, Drexel University; Bradley Layton, Drexel University (Eng.)

Tagged Divisions

Engineering Libraries

reference their work. We further assert that methods described herein beconsidered as an additional criterion for ABET accreditation.Literature ReviewA variety of information literacy assessment techniques have been developed to meet thegrowing demands of accountability in library instruction. Indirect assessment strategies such asinterviews, focus groups and surveys have been used by some institutions to gain practicalinsights into student research behavior. Typically, since library instruction occurs in a “one-shot” class session, librarians often employ some form of direct assessment, mainly selected-response (multiple choice, fill-in-the-blank, or true/false) assessments focusing on library skills,the appropriate and ethical use of information

Conference Session

Engineering Libraries Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Samuel R. Putnam, University of Florida; Amy G. Buhler, University of Florida; Caroline Reed, University of Florida; Jean L Bossart P.E., University of Florida; Neelam Bharti; Mickey S. Schafer, University of Florida

Tagged Divisions

Engineering Libraries

literacy as “a set ofabilities to identify the need for information, procure the information, evaluate the informationand subsequently revise the strategy for obtaining the information, to use the information and touse it in an ethical and legal manner, and to engage in lifelong learning.” Engineering studentsoften have difficulty finding and evaluating resources. Hanlan and Ziino [3] found that first-yearengineering students lacked skills to conduct a proper literature search and could not locateappropriate references for constructing prototype devices. They also found that engineeringstudents lacked the ability to judge the quality of cited sources and were relying almostpredominantly on web based searches. Palmer and Tucker [4] found that

Conference Session

Making an Impact: Building Support with Data and Design

Collection

2019 ASEE Annual Conference & Exposition

Authors

Hilda Teresa Ayala-Gonzalez, University of Puerto Rico, Mayagüez ; Cristina D. Pomales-Garcia, University of Puerto Rico, Mayaguez; Jaquelina Ester Alvarez, University of Puerto Rico, Mayaguez

Tagged Topics

Diversity

Tagged Divisions

Engineering Libraries

assessmentstrategies to identify services and infrastructure to meet the needs of graduate students andfaculty researchers. In general, results revealed the need for developing information literacyskills, technological infrastructure and physical facilities for collaboration. More specifically,assessment findings showed that researchers: (1) identified a need for assistance with technicalwriting, communication skills, search strategies, and ethical use of information; (2) expected newservices encompassing data management, authorship, copyright, and organizing, sharing, andpreserving information in the digital environment; and (3) needed a collaborative space whereteaching and research services coincided. A grant, awarded by the U.S. Department ofEducation

Conference Session

Information Literacy: Theory and Practice

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mysore Narayanan, Miami University

Tagged Divisions

Engineering Libraries

challenges in addressing thiscomplexity and bias, including the way ethics are shaped by context and shape assumptions 3. Develops, and communicates OWN perspective, hypothesis or position.This dimension focuses on ownership of an issue, indicated by the justification and advancement of anoriginal view or hypothesis, recognition of own bias, and skill at qualifying or integrating contrary viewsor interpretations. 4. Presents, assesses, and analyzes appropriate supporting data/evidence.This dimension focuses on evidence of search, selection, and source evaluation skills--including accuracy,relevance and completeness. High scores provide evidence of bias recognition, causality, and effectiveorganization. 5. Integrates issue using OTHER

Conference Session

Professional Issues and Opportunities for Engineering Librarians

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michael Fosmire, Purdue University, West Lafayette

Tagged Divisions

Engineering Libraries

into the self study. One institution was scheduled tomeet with the committee, but was cancelled due to time constraints. Respondents indicated that,in the Library Services section, they included library facilities, collections (including budgets andimportant resources), services (instruction, reference help availability, and LibGuides).Learning outcomes addressed by librarians beside 3.g, included 3.i: an understanding of andcommitment to address professional and ethical responsibilities including a respect for diversity,and 3.k: a commitment to quality, timeliness, and continuous improvement. Additionally, thereare program criteria specific to Mechanical Engineering Technology, which include, startingwith the 2018-2019 criteria [21], e) Basic