April 30, 2020
April 30, 2020
October 10, 2020
The Accreditation Board for Engineering and Technology (ABET) requires that students in accredited programs be able to, “recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts” (2018). While covering the technical content of engineering courses, faculty sometimes forget our students’ need to acquire these crucial non-engineering skills as a part of their preparation to enter into the profession. This paper describes the process of integrating some of those skills, such as information literacy and written communication, into a water resources course in the College of Engineering at California State Polytechnic University, Pomona (Cal Poly Pomona). We will describe a process in which students developed skills in information literacy and written communication that supported the engineering outcomes associated with ethics and professional responsibility. Prior to Fall Semester 2019, students taking this course were required to write a paper regarding a water resources catastrophe. Apart from a prompt that asked them to provide a critical evaluation of a specific failure and to support their position through peer-reviewed sources and other relevant sources, no further course time or additional resources were provided for this project. Following a campus-wide assessment of information literacy skills that revealed approximately 30% of graduating seniors placed at the introductory/developing level for these skills, we determined a revision of this assignment was necessary. Therefore, beginning in Fall Semester 2019, engineering faculty entered into a collaboration with campus librarians to develop a scaffolded assignment for the water resources course to ensure students were learning the information literacy skills necessary to support their claims. This paper will discuss the process of developing the new assignment and the ways in which the combination of instruction sessions by the engineering subject librarian, scaffolded assignments such as an annotated bibliography and a peer-reviewed draft, resulted in improved student ability to obtain evidence, as well as cite and support their claims. Ultimately, students developed skills in information literacy that supported the engineering outcomes associated with ethics and professional responsibility.
Shah-Fairbank, S. C., & Hottinger, P. R., & Haren, S. (2020, April), Engaging Students in Evaluation of Engineering Situation through Information Literacy Paper presented at Proceedings of the 2020 ASEE PSW Section Conference, canceled, Davis, California. https://strategy.asee.org/36030
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