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
diverse resources, libraries can also provide materials for diversityworkshops offered to employees, which is also a form of direct support because the selection ofculturally diverse material aims to shape collective understanding of diversity and inclusion.Libraries can generate quantitative data to demonstrate support for teaching and research.Collection DevelopmentPerhaps the most important issue here is whether the collection development policies andpractices reflect the strategic (research, teaching, community development) goals of theuniversity. Both public and academic libraries have been adding language about diversity, whichmay conflict with cultural and political motivation to exclude some resources in some areasspecifically with
equipmentOne of the most pressing needs reflected in previous assessment activities was the lack ofcampus accommodations with adequate technological capabilities to support intensivecomputation and research activities. As a result, at GRIC, technological architecture plays a vitalrole in incorporating a robust Internet infrastructure with 100 dedicated ports for wired andwireless connection; over 100 electrical outlets distributed throughout the space on walls, floorsand portable towers; and a wide range of computers (HP, Dell, Microsoft, Lenovo, Apple) withvarious operating systems (Mac OS, Windows, Ubuntu), including software for complextechnical writing, programming, data processing and visualization, imaging and design, amongstothers. Figure 7
]. Ina small group, learners have greater control on self-directed learning and have the opportunity topractice self-reflection and self-discipline [23]. These skills are essential for lifelong learning[23]. Small group discussions promote deep, rather than surface learning [24]. Despite many advantages, small group discussions can be a challenge for many students.According to [25], “ Many of the difficulties arise because group work involves the comingtogether of groups of individuals, each with their own knowledge, attitudes to learning, sets ofexperiences and personalities.” In a typical classroom, diversity amongst students is inevitable,even amongst domestic, English speakers. Students’ social and communication behaviors
that reflect gender stereotypes when doing a routinesearch,” was that 42.9% of females report as true compared to 34.4% of males. Furthermore,students seem to recognize gender bias when searching online with Latinx students reportingthe highest at 28.8% with the least being those who identified as Other at 16.1%. Our survey didnot directly ask students whether they had heard of or were aware of the concept of algorithm.bias. The survey questions were to determine if students had perceived any bias in their dailyinteraction with search engines and AI. Fig. 3. Government should regulate search engine resultsAdditionally, most students (83%) agreed that private companies should regulate themselveswith regard to correcting
.” [2] In undergraduate education this is reflected inthe approach to courses and research in engineering education, to the point it can bereferred to as the ‘design process’ rather than the ‘research process.’ Engineeringpractitioners find and use a variety of academic and technical information sources in theirwork and as early as their 1st year, when engineering students, by nature of their chosenpath, deviate from their peers in their information seeking behavior.There is a well-established body of literature around the information seeking behaviors ofprofessional engineers. Professional engineers need to find highly reliable, and deeplytechnical information to successfully make critical decisions [3]. Allard, Levine, &Tenopir identify
patrons submitted. Figure 11. Fusion F400-S.43The summer months also gave library staff time to reflect on the first semester and a half ofoffering the 3D printing service. After careful consideration, the library believed it could domore marketing and expand the different types of workshops offered. The marketing expansionwas planned to take place in two phases. The first phase, during the fall 2016 semester, wouldinclude developing, printing and posting flyers (see Appendix B) around campus and offeringadditional workshops on new topics. The second phase, which began in the spring 2017 semesterincluded using social media to promote the service, promoting the service by telling the personalstories behind patrons
underrepresented students is small at this time, though it will undoubtedly grow over thenext few years.Although written primarily with graduate students in mind, Wosu and Pai's 2012 articleestablishing a model for diversity and equity provides an excellent introduction and path forwardfor any engineering program or library to follow. Out of the six performance indicators for theirmodel, libraries can have the greatest effect on both "institutional climate/culture" and"institutional receptivity". The climate/culture reflects how students are treated, opportunities forresearch and contributions to a chosen discipline, and especially whether students feel like theybelong. Library programming can be created to foster this sense of an "inclusive
distinct from sex. Connellnotes that gender is not a supposedly biologically-obvious division between men and women, butinstead the way human society collectively makes relevant these reproductive distinctions Page 26.1007.5between human bodies in a social context. For us, the context is engineering education. In its simplest form, gender reflects the set of characteristics, behaviors, and practices that we think ofas “feminine” or “masculine” – characteristics that any individual biological male or female mayor may not embody.Race, like gender, is not a biological category but a social one. And unlike sex, race has nobiological basis, despite a
librarians now "believe that‘understanding some ethical, legal, economic, and socio-political information issues’ is anelement of IL" [9]. This approach is reflected in the ACRL’s Framework for InformationLiteracy for Higher Education [4].IL instruction for graduate students takes various forms. It can be integrated into a graduatecourse or delivered as a stand-alone workshop. It can also be offered as a one-shot session or as aseries of sessions. The latter offers the opportunity to establish a relationship with students,compared to the one-shot session, and appears to have a much greater impact on studentretention [9, 10]. The course-integrated sessions have the advantage of strengthening the linksbetween librarians and professors and are directly
solving problems that do not requirelibrary use [2]. Even though most colleges require humanities and language arts courses forundergraduates in science and engineering programs, these students typically seek helpdifferently than those in liberal arts majors. They typically don’t use the library beyond itstraditional purpose of a place to study. They may be unaware of library services and resourcesand are not known to ask for help in using library resources or completing research assignments[2]. Their confidence and competence in being technologically savvy makes them morereluctant to fully utilize library services [3].Carroll, et. al. [4] hypothesized that engineering and science students low usage of the librarydoesn’t reflect on their lack of
lessons we learned throughout the process aswell. First was the use of a kick-off event. We learned quickly that it was easier to get studentsto attend a kick-off event where they could learn about the competition, find teammates, and signup, than it was to ask students to directly sign up. We also recognize that it is important to havea solid timeline before the competition begins. That timeline should reflect both the dates thecompetitors will need to submit their deliverables, and also the dates of the workshops and otherevents. In planning this competition our original schedule, given out at the kickoff, set theworkshops for a specific week, and the actual date was given out a week or so before hand. Thislead to confusion and scheduling
response of “5” meant “stronglyagree.” Due to the topics changing from year to year, only selected statements are used in thispaper. It should also be noted that wording was changed from 2017 to 2018, with input from theSTEM Librarian, to better reflect what was trying to be assessed. For comparison purposes,Table 3 uses a coded statement, and shows the exact wording that was used for both years. Tosee the entirety of the surveys for both 2017 and 2018, see Appendix C.1 and C.2.Table 3. The coded statements used for comparisons, and the corresponding statements used inthe 2017 and 2018 surveys. Coded Statement 2017 Statement 2018 Statement Soft Skills - Soft skills are an important aspect Soft