San Antonio, Texas
June 10, 2012
June 10, 2012
June 13, 2012
25.534.1 - 25.534.12
Engineering an Information Literacy Program for First Year Engineering StudentsTechnical writing is an essential skill for all developing and practicing engineers. The 21stcentury information environment requires engineering graduates to be able to find neededinformation in appropriate, credible places; to credit the work properly; and to communicate theresults effectively. In particular, learning to complete a literature search is a significant part offinding and understanding journal articles and technical papers.ENGR 101, the first engineering problem solving course that freshmen take at a large land-grantuniversity in the mid-Atlantic region, requires students to write at least two technical reports.Students, typically, have difficulty with the following: (1) understanding the parts of a technicalreport; (2) defining and avoiding plagiarism; (3) evaluating their online sources; and (4) findingappropriate sources from which to perform a literature search for background information ontheir assigned topic.To address these issues, engineering faculty collaborated with campus librarians to: (1) writenew information literacy learning objectives for ENGR 101 that address the issues listed above,(2) create specific instructional modules, including in-class activities combined with shortlectures, online assessments, and homework/reinforcement activities, and (3) construct a gradingrubric for technical reports that include information literacy issues as part of the grading criteriafor technical reports. This work was funded by a campus Information Literacy CourseEnhancement grant sponsored by the university libraries and the Office of the Provost.Three content modules, which used the computer-lab classroom and course support technology,were taught by the Information Literacy experts (the Librarians) to more than 700 students in 18sections of the ENGR 101 class. The nine (9) primary engineering course instructorsimplemented the grading rubric in all technical reports required in ENGR 101.This paper presents the learning objectives and grading rubrics and describes the contentmodules developed through this project. The results of the assessment of student learning and ofthe development process are presented as well. Recommendations are made for additionalmodifications to more effectively prepare students to search and use information correctly andappropriately, giving them skills needed to succeed as a student and as an engineeringprofessional.
Hensel, R. A., & Brown, O., & Strife, M. L. (2012, June), Engineering an Information Literacy Program for First-year Engineering Students Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. https://peer.asee.org/21292
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