Conference Session

Knowing Ourselves: Research on Engineering Education Researchers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stephanie M. Gillespie, University of Miami; Ann F. McKenna, Arizona State University, Polytechnic campus; Russell Pimmel, National Science Foundation

Tagged Divisions

Educational Research and Methods

literature tended to focus on this area. This focus on core was also reflected inproposals. Thus, the percentages of items coded from each area were similar, but the numberswere different. Table 2. Averages and percentages for three main categories of transformation. Year External # External % Core # Core % Social # Social % 2005 4.6 29% 7.3 27% 3.5 27% 2009 3.0 18% 7.8 29% 3.6 28%We found that on average proposals included 25% to 30% of the items expected in a potentiallytransformative proposal with at least a few items in each of the three areas necessary fortransformation. However, the focus for

Conference Session

Fostering Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Alexandra Emelina Coso, Georgia Institute of Technology; Reid Bailey, University of Virginia

Tagged Divisions

Educational Research and Methods

paper is a single dimension of interdisciplinary understanding, criticalawareness. According to Boix Mansilla et al. (2007; 2009), the dimension of critical awarenessasks the question: “Does the work exhibit reflectiveness about the choices, opportunities, and limitations that characterize interdisciplinary work and about the limitations of the work as a whole, such as what an account failed to explain or what a solution could not address?”In the context of interdisciplinary engineering teams, the study presented here refocuses thisquestion to examine students‟ awareness of the interdisciplinary process as it relates tointerdisciplinary engineering project teams and the opportunities and limitations associated withthose

Conference Session

Open-Ended Problems and Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amanda S. Fry, Purdue University; Monica E. Cardella, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

of the identical solution. Studentsself-reflected on how they could improve their feedback. Students completed peer reviews oftheir MEA solutions the following week11. Page 22.1339.5B. Data CollectionAs previously stated, this paper reports on one piece of a larger study aimed at investigating therole of feedback in students’ model-development process. The larger study included collection ofcopies of student work, copies of peer feedback generated by students, copies of GTA feedback;video-recordings of teams of students making revisions to their solutions, and interviews withstudents as well as GTAs. This paper focuses on interviews with

Conference Session

Professional Identity

Collection

2011 ASEE Annual Conference & Exposition

Authors

Holly M. Matusovich, Virginia Tech; Brock E. Barry, U.S. Military Academy; Kerry Meyers, University of Notre Dame; Rachel Louis, Virginia Tech

Tagged Divisions

Educational Research and Methods

team leaders and platoons and everything. Just like the whole chain of command.He goes on to talk about what he is expected to know and how he is expected to use that Page 22.69.11knowledge to help the freshmen.We can then ask how CBT contributes to identity development. While it is a highly structuredactivity, we also find that reflection on CBT is critically important. MilA cadets talk aboutrealizing later just how much they accomplished or just what they could do. In talking about thesummer military program in general Matthew said “Being able to like reflect on what I’ve donesince this is like, since this tests you, in different ways

Conference Session

Engineering Education Research in K-12

Collection

2011 ASEE Annual Conference & Exposition

Authors

Melissa Dyehouse, Purdue University; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Brenda Capobianco, Purdue University

Tagged Divisions

Educational Research and Methods, K-12 & Pre-College Engineering

incorporateengineering into the elementary classroom. Engineering curricula and engineering teacherprofessional development at the elementary level remains a developing area1. It follows thatassessments measuring the impact of such teacher professional development programs, orengineering interventions on students’ engineering design, science, and technology knowledge,have not been widely developed or utilized. For example, the National Academy Engineering(NAE)1 reports that there is a “paucity of data” available to assess the impacts of K-12engineering education on many student outcomes, which “reflects a modest, unsystematic effortto measure, or even define, learning and other outcomes” (p. 154).There is a need for assessments that are developmentally

Conference Session

Assessment Instruments

Collection

2011 ASEE Annual Conference & Exposition

Authors

Julie Martin Trenor, Clemson University; Matthew K. Miller, Clemson University; Kyle G. Gipson, Clemson University

Tagged Divisions

Educational Research and Methods

respective protocol, where at the end of the survey (or at logical midpoints during a long survey) the participant will be asked to reflect upon the questions encountered and responses provided to determine if, after looking back, anything else seems confusing or if there is any additional information the participant thinks we should know but the instrument has not sufficiently drawn out of the participant.Verbal Cognitive Validation in the Context of an Engineering Education StudyPurpose of the Research StudyThis paper presents the utility of think-alouds as a VRM in the context of a particularengineering education study. The study is described here in order to lend context to the methodsand results from the think-aloud

Conference Session

Assessing Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

David J. Therriault, University of Florida; Christine S. Lee, University of Florida; Elliot P. Douglas, University of Florida; Mirka Koro-Ljungberg, University of Florida; Nathan McNeill, University of Florida

Tagged Divisions

Educational Research and Methods

werecategorized to determine the amount of time spent on each of five exam behaviors: reading fromthe textbook, writing, calculating, reading the test question, and talking/reflecting. Problemsolutions were separately graded using a previously created rubric. The time spent on variousbehavior categories were then examined with respect to grades students received for theirsolutions. Reading from the textbook represented the bulk of students’ time on the problems(35% on average). Interestingly, there was a significant negative correlation between time spentreading the textbook and students’ grades. The more time that students spent with the text, themore poorly they performed. This correlation was strongest for students who had the lowestsolution scores

Conference Session

Knowing Ourselves: Research on Engineering Education Researchers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Junaid A. Siddiqui, Purdue University, West Lafayette; Robin S. Adams, Purdue University, West Lafayette; Lorraine N. Fleming, Howard University; Alison A. Dingwall, Howard University

Tagged Divisions

Educational Research and Methods

Education9 identifies theprinciples of research which include questions for education research to be posed such thatquestions could be investigated empirically, grounding research into theory, and seekinggeneralization among studies. The workshop sought to promote the principles of rigorousresearch in engineering education and facilitate developing an understanding of these principlesamong the participants. The workshop was designed based on ideas that align with the theory oftransformative learning10, 11, providing participants with the opportunity to reflect and engage ina discourse with the peers and workshop facilitators.Forty-three engineering and engineering technology faculty members from across the countryand abroad with at least some prior

Conference Session

Learning Outside the Classroom

Collection

2011 ASEE Annual Conference & Exposition

Authors

Cheryl Allendoerfer, University of Washington; Jessica M. Yellin, University of Washington

Tagged Divisions

Educational Research and Methods

mentor, I persisted.” — Female post-doctoral associateiThe need to increase the numbers of traditionally underrepresented minorities (URMs) in engineeringcareers and research is well documented. Underrepresented minorities (African Americans,Hispanics or Latinos/as, and American Indians/Alaska Natives) make up approximately 31% ofthe population1, but account for just 11.6% of the science and engineering workforce2. Thisdisparity is also reflected in the demographics of students earning degrees in engineering. In2008, just 12.4% of the Bachelor‘s degrees in engineering were earned by underrepresentedminorities3. Looking at graduate degrees for the same year, 19% of the Master‘s degrees and3.5% of the doctoral degrees granted in engineering fields

Conference Session

Assessment Instruments

Collection

2011 ASEE Annual Conference & Exposition

Authors

Laura L. Pauley, Pennsylvania State University, University Park; Jonna M. Kulikowich, Pennsylvania State University; Nell Sedransk, National Institute of Statistical Sciences; Renata S. Engel, Pennsylvania State University, University Park

Tagged Divisions

Educational Research and Methods

difficulty estimates ranged from.13 to .94. We find these initial reliability statistics very good given the short scale.Validity Results for Construct M2No correlation coefficient was greater than .11 when studying Construct M2 with the externalcriteria. This pattern of correlation coefficients suggests that Construct M2 is representing a latenttrait that may not be reflected in engineering coursework. Further, the pattern of results is differentthan that observed for Construct M1. We did compute the Pearson correlation coefficient forscores representing both M1 and M2. The degree of association was .44. While this value doessupport a significant relationship, descriptively it is only moderate. As such, it appears that there isevidence to support

Conference Session

Digital Technologies and Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Michael Hergenrader, University of Southern California, Information Sciences Institute; Joanna Drummond, University of Pittsburgh; Jihie Kim, University of Southern California

Tagged Divisions

Educational Research and Methods

𝐾  =   1 − 𝑝expectedWith 1.0 as a maximum, Kappa scores of approximately 0.70 and above indicate goodagreement13. As seen in Table 1, the results reflected quite good consistency between the twosemester data sets. Scores at the category level are similarly high, indicating agreement if aphrase was or was not tagged with any contained speech act by both annotators. Also includedare the speech act tag descriptions and sample phrases seen in posts. Speech Act Tag Description Sample Cue Phrases Kappa Question Category Represents a question N/A 0.94 A

Conference Session

Active and Inquiry-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elliot P. Douglas, University of Florida

Tagged Divisions

Educational Research and Methods

that “no researcher is neutral because language confersform and meaning on observed realities. Specific use of language reflects views and values…Wemay think our codes capture empirical reality. Yet it is our view: we choose the words thatconstitute our codes. Thus we define what we see as significant in the data and describe what wethink is happening (italics in original, p. 46-47).”30 What is important is not that we get the codes“right”, that it matches someone else’s codes, but that the description rings true, that it has good“fit” with the data. As such, the concept of inter-rater reliability has no meaning in aconstructivist study. Codes are situated in time, within a particular context, and based on aparticular researcher’s construction

Conference Session

Fostering Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Christel Heylen, Katholieke Universiteit Leuven, Belgium; Herman Buelens, Katholieke Universiteit Leuven, Belgium; Jos Vander Sloten, Katholieke Universiteit Leuven, Belgium

Tagged Divisions

Educational Research and Methods

‘Contribution to independent learning’ is constructed in the two semesters of the academic year 2006-2007, based on the items ‘Through the teamwork I learned to work more independently.’ and ‘Through the teamwork I learned how to master new information independently.’ The reliability coefficients indicate a good scale and the mean scores reflect that the students feel they are able to learn more independently through the P&O courses. 5) The next scale ‘Transfer of competencies beyond introductory seminar’ is based on the statements: ‘What I learned during the introductory lecture about the design Page 22.1150.7

Conference Session

Educational Research and Methods Potpourri I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Raghavi Merugureddy, Purdue University ; Amani Salim, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

makesthem, more than ever to us, what Seymour calls “partners in innovation”18. Their reflections onteaching through MEAs will likely lead to transformations in MEA implementation, TAprofessional development, TA mentoring, and MEA generic and task specific support materials -all to the benefit of students’ learning through open-ended problems.II. Research QuestionsIn this study, we examine UGTAs’ experience with assessing student team work on MEAs. Theevaluation tool used by all TAs is the four-dimension MEA Rubric which assesses the studentteams’ mathematical model and its generalizability (i.e. share-ability, re-usability andmodifiability).The research questions guiding this study are: 1) What are UGTAs’ self-reported ability to apply the four

Conference Session

Knowing Ourselves: Research on Engineering Education Researchers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Krishna Madhavan, Purdue University, West Lafayette; Hanjun Xian, Purdue University, West Lafayette; Aditya Johri, Virginia Tech; Mihaela Vorvoreanu, Purdue University; Brent K. Jesiek, Purdue University, West Lafayette; Phillip C. Wankat, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

, which then (3) trigger the underlying computational components to (4)compute the output based on what have been maintained in the database. The result will be then(5) represented in a visual form and refresh a portion of the page to reflect the changes. In thissection, we present our design and implementations of iKNEER by elaborating the three majorcomponents: data management, computation, and representation. Page 22.1574.5 Figure 1. Architecture of iKNEER.3.1 Data acquisition and managementiKNEER aims at archiving ultra-scale knowledge products in engineering education. To achievethis goal, the data server

Conference Session

Active and Inquiry-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

David B. Knight, Pennsylvania State University, University Park

Tagged Divisions

Educational Research and Methods

enactment, and student perceptions of the learning environment” (p.96). Moreover, she suggested exploring the connections between the enactment of variousmodels of interdisciplinarity and actual learning as reflected in coursework and laterperformance, as models of interdisciplinarity range from the mere mentioning of topics from adifferent field to the complete merging of two disciplines.Active, problem-based learning pedagogical techniques have been successful in introducingtopics from unfamiliar fields to students since problem-based learning demands the considerationof real-world problems. Intuitively, combining interdisciplinary content with active learningappears to promote learning in interdisciplinary courses11. In a comparison of active

Conference Session

Digital Technologies and Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

John Chen, California Polytechnic State University; Christine A. Victorino, California Polytechnic State University, San Luis Obispo; Charles Birdsong, California Polytechnic State University, San Luis Obispo; Unny Menon, California Polytechnic State University, San Luis Obispo; Marilyn Tseng, California Polytechnic State University, San Luis Obispo; Tyler Scott Smith

Tagged Divisions

Educational Research and Methods

, using theonline textbooks did not hinder the students’ learning in these two courses, but the quality oftheir learning experience was negatively impacted by it. Several comments reflected thestudents’ negative view of the extra time used to complete assignments in the online textbook,the frustrations with technical problems or answer formatting, and the lack of feedback on thesolution procedure (rather than simply an answer) in solving problems.In general, the qualitative comments indicate that students were consistently negative toward twoproblems: technical difficulties encountered with the online textbook (e.g., incorrectly gradedproblems, poor navigation in the web page, narrow tolerance in answers to numerical solutions),and the increase

Conference Session

Assessing Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Paul M. Santi, Colorado School of Mines

Tagged Divisions

Educational Research and Methods

during the semester. The retention test will be given to Fall 2009 students inApril 2011 (40 students in the “2009 test group”) and the Fall 2010 students in April 2012 (50students in the “2010 test group”) and their scores will be compared to the control groups todemonstrate the expected improvement in retention.Baseline 18-month retention examThe 30 questions in the long-term retention exam were divided among the 10 topical categoriescovered in the class. The number of questions in each category reflects the amount of lecturetime spent on that category. The topical categories, in chronological order of presentation,include: 1. Glacial (4 questions) 2. Periglacial (1 question) 3. Volcanic and igneous (2 questions) 4. Climate

Conference Session

Understanding Students and Faculty

Collection

2011 ASEE Annual Conference & Exposition

Authors

Shane A. Brown, Washington State University; Nadia Frye, Washington State University; Devlin B. Montfort, Washington State University; Paul M. Smith, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

Class Secondary C1 Monthly No Students Evaluation No Students Secondary C2 Monthly No Students Evaluation No Students SecondaryTable 3. Summary of interviewee Innovation Configuration factors.Interviewee DI Components Use IDeX Description Reflected in Classification

Conference Session

Engineering Education Research in K-12

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kristen B. Wendell, Tufts University; Merredith D. Portsmore, Tufts University; Christopher George Wright, University of Tennessee, Knoxville; Chris Rogers, Tufts University; Linda Jarvin, Tufts University; Amber Kendall, Center for Engineering Education and Outreach, Tufts University

Tagged Divisions

Educational Research and Methods, K-12 & Pre-College Engineering

Science Foundation, we collaborated with local teachers todevelop a set of four engineering-design-based science curriculum units for third- and fourth-grade classrooms2. In engineering-design-based science, the process of solving the designproblem provides opportunities for students to learn and apply new science concepts andpractices. Our approach to incorporating engineering problems into elementary-grade scienceinstruction reflects the theoretical perspectives of situated and distributed cognition, and it alsodraws heavily upon the Learning by Design™ approach to middle-school science3. Otherprevious teaching experiments, including those of Roth4, Penner et al.5 , Krajcik et al.6, andCrismond7, also influenced our work.Each of our four

Conference Session

Educational Research and Methods Potpourri II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Michael A. Collura, University of New Haven; Shannon Ciston, University of New Haven; Nancy Ortins Savage, University of New Haven

Tagged Divisions

Educational Research and Methods

in developing the skills needed forsuccess in engineering course work. Considering that many freshman engineering students todayare not ready for calculus when they enter the university, and thus cannot take calculus-basedphysics, a two-semester sequence of chemistry may help them develop skills that will enhance Page 22.531.8their chance of success in subsequent engineering courses.References 1 HARRIS, J. G., Journal of Engineering Education Round Table: Reflections on the Grinter Report, 83 (1) 69-94 2 Carr, R., Thomas, D. Hl, Venkataraman, T.S., Smith, A.L., Gealt, M.A., Quinn, R., Tanyel, M

Conference Session

SPECIAL SESSION: Educational Methods and Tools to Encourage Conceptual Learning I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Dan Cernusca, Missouri University of Science & Technology; Daniel Forciniti, Missouri University of Science & Technology

Tagged Divisions

Chemical Engineering, Educational Research and Methods

needed, and add pointers and animations that will JXLGHOHDUQHU¶VIRFXVRQWKHSUHVHQWHGPDWHULDO - Implement these videos through tasks that are part of the instructional process of the course.E xploratory Results of the Impact of Instructional V ideosAs the process of generating and implementing these videos required full commitment for boththe instructor and the instructional designer, there were not too many resources left to structure aformal research process. However, we implemented a series of monitoring tools that exploredstudents¶ perception reflected in both the formal course evaluations and an open-ended surveyadministered online at the end of the semester. Since this study reports on the activity of oneinstructor, one first

Conference Session

Modeling and Problem-Solving

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jennifer L. Cole, Northwestern University; Robert A. Linsenmeier, Northwestern University; Esteban Molina, Florida International University; Matthew R. Glucksberg, Northwestern University; Ann F. McKenna, Arizona State University, Polytechnic campus

Tagged Divisions

Educational Research and Methods

, why it is important, and major mistakes that had been made in theprevious stage. The intent of these lectures was to bring all students back to the same startingplace for the next stage and get them to reflect on how their work differed from what anexperienced modeler might have done. The students in BME09 did not receive these lectures.However, the BME09 students did receive one short lecture between activities 2 and 3 to clearup their misconceptions about light and to provide a mathematical description for the light Page 22.236.5distribution on a surface coming from a single LED. A modified version of this lecture was

Conference Session

K-12 Students and Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Tirupalavanam G. Ganesh, Arizona State University

Tagged Divisions

Educational Research and Methods

author(s) and donot necessarily reflect the views of the National Science Foundation (NSF). Page 22.208.2This paper has materials that will appear in: Ganesh, T. G. (in press). Children-produced drawings: aninterpretive and analytic tool for researchers. In E. Margolis & L. Pauwels, (Eds.). The Sage Handbook ofVisual Research Methods. London, UK: Sage. The author thanks Sage for the use of these materials.Review of the LiteratureThe use of children-produced drawings in research is not new. Margaret Mead used subject-produced drawings as contemporary responses by the public to events that represented rapidtechnological change after

Conference Session

Persistence and Retention II: Curricular Issues

Collection

2011 ASEE Annual Conference & Exposition

Authors

Alison A. Dingwall, Howard University; Lorraine N. Fleming, Howard University; Robin Adams, Purdue University, West Lafayette; Junaid A. Siddiqui, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

approximately ten months later, this paperdiscusses the participants‟ reflections on their experiences at the initial workshop andexpectations about their own institution‟s future curriculum reform efforts.The Curriculum Development for Student Learning WorkshopFor over thirty years, hundreds of educators from around the world have attended the ConnectingStudent Learning Outcomes to Teaching, Assessment, and Curriculum workshop at AlvernoCollege in Wisconsin. The workshop highlights successful curriculum design and assessmentpractices that focus on student-centered learning. Educators learn about its innovative, evidence-based and externally validated curriculum during an intense three-day experience. Using thetools and information gained from the

Conference Session

Professional Identity

Collection

2011 ASEE Annual Conference & Exposition

Authors

Katherine M. Morley; Alice L. Pawley, Purdue University, West Lafayette; Shawn S. Jordan, Purdue University, West Lafayette; Robin Adams, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

and participant do not know each other well. They alsoencourage participants to become storytellers, since cultural norms dictate that people use photosto tell others about events that occurred in the past.Researchers have made other arguments about the value of using photo elicitation in studies,including: photos can help describe situations more easily,17 can extend “personal narratives thatilluminate viewers’ lives and experiences, especially when viewed in a group setting;”18 can helpprompt interviewers to ask specific questions they may not have otherwise considered includingasking for data that may be “invisible to the researcher but apparent to the interviewee”(Schwartz 1989); can help participants reflect on their beliefs and express

Conference Session

SPECIAL SESSION: Educational Methods and Tools to Encourage Conceptual Learning I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Nancy K. Lape, Harvey Mudd College

Tagged Divisions

Chemical Engineering, Educational Research and Methods

ProblemsChallenge-Based (CBI) is (or, at least, can be framed as) a variant of PBL: rather thanapproaching course material as a sequence of topics, CBI presents material through aseries of specific challenges or modules. The development of CBI was inspired byadvances in learning science brought forward in the 2000 book “How People Learn”12,and is centered around a learning cycle (typically the STAR.Legacy learning cycledeveloped at Vanderbilt University). After presenting the challenge, students reflect oninitial thoughts, then receive information in the form of perspectives and resources; theythen apply what they have learned and are assessed in some form, and finally, thechallenge is solved either by the student or an expert or some collaboration between

Conference Session

Active and Inquiry-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Michael J. Prince, Bucknell University; Margot A. Vigeant, Bucknell University; Katharyn E. K. Nottis, Bucknell University

Tagged Divisions

Educational Research and Methods

Page 22.1510.7effectiveness of such activities with undergraduate engineering students. While these results are very encouraging, there is a need for significant future analysis. We are inthe process of examining two additional features of student learning gains, long-term retention andtransfer. In future work, we will examine how effectively the activities promote conceptual learninggains immediately after their completion compared to student performance on the concept questionsseveral weeks after the activity. In addition, 25% of the concept inventory questions reflect the situationsfound directly in the inquiry-based activities. Because of that parallel construction, it would be importantto examine and contrast student performance

Conference Session

Research on Engineering Design Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lora Oehlberg, University of California, Berkeley; Alice Merner Agogino, University of California, Berkeley

Tagged Divisions

Educational Research and Methods

students= 2%; p = 0.00006), “Identifying Constraints” (practicing engineers = 68%; engineeringstudents = 20%; p = 0.00017), and “Goal Setting” (practicing engineers = 11%; engineeringstudents = 43%; p=0.0017) were statistically significant.It could be that the nature of the students’ work is still different from practicing engineers’experiences in industry. Practicing engineers may use sketching as an everyday communicationtool more than the students do. This could also be a reflection of age differences as well, withpracticing engineers more likely to have had more emphasis in hand sketching in theirundergraduate curricula in contrast to curricula today. Also, the engineering students in the classwere challenged to find their problems in addition

Conference Session

They're Not "Soft" Skills!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ruth Wertz P.E., Purdue University, West Lafayette; Meagan C. Ross, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette; Michael Fosmire, Purdue University Libraries, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

, and information literacy is crucial todeveloping those skills. For example, Shuman, et al, when describing requirements for lifelonglearning, explicitly includes informational components, expecting students will Demonstrate reading, writing, listening, and speaking skills Demonstrate an awareness of what needs to be learned Follow a learning plan Identify, retrieve, and organize information Demonstrate critical thinking skills Reflect on one‟s own understanding1.There is substantial overlap between Shuman‟s lifelong learning competencies and thoseidentified by the Association of College and Research Libraries in their Information LiteracyCompetency Standards, which include Determining the extent