1833 Nuclear Engineering 26 275 0 500 1000 1500 2000 2500 Number not Held Number @ LibraryFigure 2ResultsBefore the project began, it was determined that each subject should show a rate of at least 80%of citations belonging to materials held in the library’s collection. This high number was chosenbecause of the great emphasis placed on engineering in the University’s mission and visionstatements as well as the overall size and breadth of the library’s collections in general. It was(and still is) believed that in order to compete with peer
librarians at theUniversity of Minnesota. But this series differs from others because it is written for students inengineering, using engineering terminology for keywords and engineering journals, conferenceproceedings, books, and databases for every example. Still, how literature is used varies fromone engineering discipline to another. Some areas, for example, place conference papers on parwith peer-reviewed journal articles while others do not. Focus groups conducted by Hoffmann etal. confirm that engineering students prefer subject-specific instruction that is relevant to theirwork.1Inspired by the citation analysis work Patricia Kirkwood presented at ASEE 200912, the author
Paper ID #29200A First Year Engineering Information Literacy Workshop to IncreaseStudent Awareness of Research DatabasesMs. Evie Cordell MSLIS, Northeastern University Evie Cordell is the First Year Experience and Undergraduate Engagement Librarian at Northeastern Uni- versity. She is the liaison to the Writing Program, General Studies Program, Explore Program, ContiNUe Program, NUi.n. and several other First Year Programs at Northeastern University. She also serves on the First Pages (Northeastern University’s common reads program) committee and is a member of the FUNL (First Generation, Undocumented, Low-Income) Network
can help to set up expectations for those that are not familiar with the delivery method. The objectives and agenda should be provided in writing, as well as described verbally.11 It is important to mention how the information that will be presented is relevant to participants to keep their attention in the environment, and also to show enthusiasm for the technology.15, 21, 22 Smile and avoid speaking in a monotone.20, 22 A background knowledge probe can be used to learn more about the audience and assess their comfort level with the content and their previous knowledge. This can be done using open discussion questions via the chat option or enabling participants’ microphones, or it can be
often work in laboratory settings –there are significant differences in the nature of their work and education. Pinelli explains thesedifferences in the work of engineers vs. scientists in great detail,3 but for our purposes whatmatters is how this plays out in terms of library use. As users, engineers behave differently thantheir peers in other disciplines. Many of them simply don’t use the library, physically orvirtually, and are unaware of library resources and services. Neither group is known to askreference questions in the traditional sense or request mediated searching. Tenopir states, “Evenwhen they do use a library, engineers like to search for information themselves rather than gothrough a librarian or other intermediary.”4
be mapped to the ACRL Information LiteracyStandards for Science and Technology1, specifically meeting Standard Two, PerformanceIndicator 5, Outcome (d), and working towards Standard 4, Performance Indicator 3, Outcome(a). The learning outcomes of this station also map to Standard Three, Performance Indicator 1,Outcome (b).Additional peer-reviewed journals were also on hand so the students could compare thedescriptive journals articles from Structural Engineering International to a peer-reviewed article,and introduce the peer-review process. This helps students to work towards Standard 1,Performance Indicator 1, Outcome (a). A complete explanation of the ACRL Standards,Performance Indicators and Outcomes that are associated with this station
degrees. We sought to understandnot only how librarians teach students about information seeking and lifelong learning, but howfaculty instructors and advisors approach teaching these critical professional skills. In additionwe sought to understand what information sources students actually use by reviewing the workscited within five award winning project team reports per year of our study, for a total of 60projects and almost 3000 works cited. We learned that student teams, despite year, projectlocation, or discipline of study and faculty advisor use a broad range of sources, both peer-reviewed and not, and that these sources only partially correlate to the sources recommended byfaculty. Most advisors depend on the support of librarians to help
globalization. Standards are the reason that a plug fits into the wall, a firehose fits all fire hydrants, and why all USB’s work in different computers and more. A standardis a collectively agreed upon set of rules, regulations, requirements, measurements, or technicalspecifications that are published by an organization [1]. They are published by national standardbodies that provide the means for writing and disseminating new standards. Table 1 shows a listof frequently accessed standards organizations and their commonly used acronyms. Due to a lackof peer-reviewed articles on the subject on accessing standards, the authors felt that conducting asurvey of Association of Research Libraries (ARL) would prove useful to analyze standardsacquisitions and
what they have learned sofar and what is left to cover [see Appendix]. The training is done in person, and it is not alwayspossible for all three of the newest selectors to be present at every training session, so this chartgives everyone a sense of their progress. At the time of this writing, the newest cohort ofengineering selectors are currently half-way through this more structured training. It is importantto note that due to the winter holidays, conferences, and the like, this in-depth training has beendelayed and sporadic. A downside to the enriched training is that it takes longer, increasing thelikelihood that life and other responsibilities will get in the way. It is a tradeoff - if you needsomeone to start selecting immediately
classroom projects has been slowly developing overtime. Most of the first semester was devoted to giving tours of the space to faculty and speakingabout opportunities for collaboration. Several engineering classes, as well as a digital art classand a library science class, also brought their students in for a tour.Individual students have found the room very beneficial for their projects. The following fromJared Becker, senior in Mechanical Engineering, helps to highlight the effectiveness of the space: I want to thank you for supporting myself and my peers in our continued pursuit of knowledge and academic excellence here, at the University of Iowa. The Creative Space provides a highly engaging and collaborative atmosphere unlike
the most relevant resultsfor a given query(14). While these approaches may have brought success in high school, thisquickly creates difficulty in successfully completing academic writing and research assignments.It is broadly agreed upon that there is a “significant skills gap in information competencies” ofincoming university students(15), such as identifying the type of information needed, findingjournal articles, and developing advanced search strategies(16). This does not necessarily renderincoming students information illiterate, for they are demonstrating a capacity to findinformation that can be further expanded. In the case of engineering students, the incomingcohorts are initially unaware of the vast information resources and
. ABET’saccreditation criterion 3.h, which requires that students recognize ‘…the need for, and an abilityto engage in life-long learning’, codifies the importance of these skills.3Certainly, lifelong learning requires strong content knowledge. Without fundamental subjectknowledge, there is no foundation upon which to learn new concepts and skills. However, asABET and the National Academy of Engineering above have noticed, students need to acquireother skills in order to be successful. Shuman, Besterfield-Sacre, and McGourty4 propose thatengineers undertaking lifelong learning need to ‘…demonstrate reading, writing, listening, andspeaking skills, demonstrate an awareness of what needs to be learned; follow a learning plan;identify, retrieve and organize
employed different media,PBL was used in each session. Felder and Brent7 (2003) discuss the lifelong learning componentof the ABET standards as well as the importance of PBL. Detlor8 (2012) writes that PBL oractive learning type methods, “challenge students to actively engage with information andresources to solve problems and create knowledge.” Both Dochy9 (2003) and Prince10 (2004)stress the importance of PBL or Active Learning in engineering education. Prince and Felder11(2007) provide an overview of different aspects of inductive teaching and learning. AlthoughPrince and Felder (2007) argue that PBL does not a have a “statistically significant effect onacademic achievement as measured by exams,” this current analysis found a
, which begins with knowing your users’ behaviors and aspirations. As a result, librariansare increasingly adopting methods for learning about and understanding our users. A growingnumber of libraries are undertaking projects to study users’ behaviors by leveraging qualitativemethodologies, ethnographic strategies, and participatory design processes such as thosedescribed in the University of Rochester Libraries’ studies of researchers and students. Theirwork to understand faculty’s research practices and behaviors 1 and “what students really dowhen they write their research papers” 2 have inspired many other libraries to employ ananthropological approach to learning more about library users. Some of these projects arenoteworthy for their size
First-year faculty coauthors at ASEE.Evie Dee Cordell, Northeastern University Evie Cordell is the First Year Experience and Undergraduate Engagement Librarian at Northeastern Uni- versity. She is the liaison to the Writing Program, General Studies Program, Explore Program, ContiNUe Program, NUi.n. and several other First Year Programs at Northeastern University. She also serves on the First Pages (Northeastern University’s common reads program) committee and is a member of the FUNL (First Generation, Undocumented, Low-Income) Network at Northeastern. Evie holds a Bachelors degree in Religious Studies from the University of Virginia and a Masters of Science in Library & Information Science from the University of
3.2 No experience with OERs 2 6.5 No response 9 29.0One instructor commented that many faculty members are already using OERs without knowingit, as they have replaced textbooks with web content. Another respondent spoke to the formatand characteristics of OERs themselves, noting that OERs facilitate inclusion of more practiceproblems, interactive problem-solving, updated materials, and peer support for fellow students.Another respondent indicated that OERs solve an all-important access problem for students.This respondent noted: There should be essentially no barriers to accessing the course material. All students
are the good quality ones that you can use, and then there is a question in the module aboutresearch in general, peer review and that kind of thing, introduction to good research at theuniversity level. And then we do post-test as well, so can determine if there is any movementbetween pre-test and post-test.[I2]”• Course-specific teachingAll participants stressed the importance for developing instruction relevant to particular coursesand including language and concepts familiar to engineers. Create assignments for specific courses and get the faculty interested in it Work with faculty to find out what assignments are already used in the class and howyou can tweak them a little to fit ILI: “For example, if faculty gives them