Conference Session

Assessing, Expanding, and Innovating Information Literacy

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elise Anne Basque, Ecole Polytechnique de Montreal; Christine Brodeur, Ecole Polytechnique de Montréal; Manon Du Ruisseau, Ecole Polytechnique de Montreal; Jimmy Roberge, Ecole Polytechnique de Montreal; Arina Soare, Ecole Polytechnique de Montreal; Marie Tremblay , Ecole Polytechnique de Montreal

Tagged Topics

Diversity

Tagged Divisions

Engineering Libraries

Research Methods course (given in Frenchonly) began in September 2002 as a collaboration with the two professors in charge of thecourse. The professors were responsible for the lectures, whereas the Library was to conduct sixtwo-hour laboratories as part of the course and to grade 50% of the credit. ING8901 wasmandatory for PhD students, yet Master’s students could also attend the course.The main objectives of the laboratories were: ● to define information needs; ● to build and optimize a search strategy; ● to find information sources relevant to one's research field; ● to respect copyright and to avoid plagiarism; and ● to manage references using bibliographic management software.To help the students produce their literature review, the

Conference Session

Information Literacy in First-year Courses and Co-curricular Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Shelby J. Hallman, North Carolina State University; Bertha P. Chang, North Carolina State University

Tagged Divisions

Engineering Libraries

% Pre PostFigure 2. Comparison of pre- and post-survey confidence levels (Version 2 results only)Self-identified needsSixty-five students responded to the open-ended question, “What types of information, skills ortools do you foresee needing to conduct your research project? Include anything that comes tomind.” An inductive coding process was used to analyze these responses, which identified sixgeneral categories of need: information, information skills, coding skills and software,scientific/technical skills, laboratory resources, and general professional skills. Table V liststhese categories along with examples of some specific needs that emerged in each category.(Note that this is not an exhaustive list of all needs that were expressed

Conference Session

Assessing, Expanding, and Innovating Information Literacy

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Erin Rowley, University at Buffalo; Lauren Kuryloski, University at Buffalo; Kristen Moore, University at Buffalo

Tagged Divisions

Engineering Libraries

Paper ID #30249Extending the Role of the Library and Librarian: Integrating AlternativeInformation Literacy into the Engineering CurriculumMs. Erin Rowley, University at Buffalo, SUNY Erin Rowley is the Head of Science and Engineering Library Services at the University at Buffalo and serves as the Engineering Librarian. Before coming to UB, Erin was the head of a research team at a consumer products testing laboratory specializing in international standards and regulatory research. At UB she assists faculty, students, and staff with library resource instruction and engineering-related research including standards, technical

Conference Session

Assessing, Expanding, and Innovating Information Literacy

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Engineering Libraries

at California State University, Maritime Academy (Cal Maritime). His research background is fluid mechanics and heat transfer and is examining research topics in laboratory education in those fields. Prior to Cal Maritime, Dr. Tsai was a Member of the Technical Staff in the Fluid Mechanics Group at The Aerospace Corpora- tion. Dr. Tsai earned his Ph.D., M.S., and B.S. at the University of California, Berkeley in Mechanical Engineering. American c Society for Engineering Education, 2020 Using a faceted taxonomy to investigate student selection of information sources in an engineering lab courseAbstractDo the type of sources

Conference Session

Assessing, Expanding, and Innovating Information Literacy

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Pauline Melgoza, Texas A&M University; Ashlynn Kogut, Texas A&M University; Michael Ryan Golla, Texas A&M University

Tagged Divisions

Engineering Libraries

Distribution, College of Engineering, Texas A&M University. Education: M.B.A., Texas A&M University, 2002 B.S., Engineering Tech., Texas A&M University, 1997 Philanthropic and Endowment Experience: • Strategically developed a new funding model for the ETID department to endow and develop labs to support strategic education curriculum, 2004. • Leveraged pro- fessional relationships with Mr. Robert ”Bob” Womack, of Womack Machine Supply, Dallas Tx and helped negotiate a $1.0M donation for an endowment to support a ”hands on” Fluid Power Laboratory, 2007. • Obtained a second gift of $500k, from personal and professional relationships with DXP Enter- prises, to develop the DXP Pump Laboratory to support

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

their Section 7.E (Library Services).The responses embedded in the Section 4 data indicated that outcome 3.g tended to be addressedmany times in the curriculum. Frequently, laboratory courses (where students typically writereports) were identified as such courses, as well as technical writing courses, often offered in anEnglish department, technical drawing courses, and design courses. The broad scope of 3.g,including written, oral, graphical communication and ability to identify and use appropriateliterature means that any time students are writing or giving presentations as part of a course, itmight be counted as addressing that outcome. One institution even re-defined 3.g to be only“ability to communicate effectively through written, oral

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Fred Rascoe, Georgia Institute of Technology; Lisha Li, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Engineering Libraries

would be “incredibly helpful”.AE scholars also use a wide variety of tools and platforms for sharing research data. Manyfaculty think of the published thesis or journal article as the public sharing of data. However,internally, data is shared through local tools like emails and shared laboratory disc drives. Datathat is not sensitive is shared through document sharing platforms like Microsoft OneDrive,Dropbox, and Google Drive. Services like QNAP's Network Attached Storage (NAS) are alsoused for backup, storage, and transferring large data. Although sharing data internally wasgenerally not considered a challenge by most respondents, getting large amounts of simulationdata from one place to another was a problem. At least one faculty member