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ETAC ABET Accreditation and Information Literacy: A Case Study of Mechanical Engineering Technology

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Conference

2020 ASEE Virtual Annual Conference Content Access

Location

Virtual On line

Publication Date

June 22, 2020

Start Date

June 22, 2020

End Date

June 26, 2021

Conference Session

Professional Issues and Opportunities for Engineering Librarians

Tagged Division

Engineering Libraries

Page Count

15

DOI

10.18260/1-2--34585

Permanent URL

https://peer.asee.org/34585

Download Count

107

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Paper Authors

biography

Michael Fosmire Purdue University, West Lafayette Orcid 16x16 orcid.org/0000-0002-5138-8178

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Michael Fosmire is Professor of Library Science and Head, Physical Sciences, Engineering, and Technology Division of the Purdue University Libraries. He has written over 40 articles and chapters on the role of information in active-learning pedagogies and the integration of information literacy in STEM curricula, including co-editing Integrating Information into the Engineering Design Process.

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Abstract

Much work has been done to determine how information literacy student outcomes can be assessed in ABET accredited engineering degree programs, but often overlooked are the Engineering Technology programs, whose graduates form an important layer in our modern workforce. This study gathers data from engineering librarians and MET departments to understand how information literacy competencies are assessed and what role the library plays in meeting those student and program outcomes. Results from a survey of MET liaison librarians show a wide variety of levels of involvement, from developing resource guides, to curricular and student consults, embedded classroom activities, and in-class instruction. Librarians make contributions to not only 3.g, an ability to apply written, oral, and graphical communication in both technical and non-technical environments; and an ability to identify and use appropriate technical literature; but also student outcomes 3.h, .i, .j, and .k, and the program criterion .h, application of industry codes, specifications, and standards. Most librarians composed or contributed to Section 7.E (Library Services) and met with the visiting committee. The ABET Self-study documents showed that the bulk of outcome 3.g data gathering for ABET occurs in capstone design courses, but that, generally speaking, several courses in a curriculum contribute to and assess that student outcome. While information is explicitly mentioned in the student outcome, it appears to frequently be marginalized in the actual assessments used by METdepartments. Implications for librarian engagement with mechanical engineering technology programs and sources are discussed.

Fosmire, M. (2020, June), ETAC ABET Accreditation and Information Literacy: A Case Study of Mechanical Engineering Technology Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34585

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