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Fostering Students To Be Lifelong Learners With Science Literacy, Information Fluency, And Communication Skills

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2007 Annual Conference & Exposition


Honolulu, Hawaii

Publication Date

June 24, 2007

Start Date

June 24, 2007

End Date

June 27, 2007



Conference Session

Non-Technical Skills in ET

Tagged Division

Engineering Technology

Page Count


Page Numbers

12.760.1 - 12.760.8



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Paper Authors


Jung Oh Kansas State University-Salina

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Jung Oh is an Associate Professor of Chemistry at Kansas State University at Salina. She earned her B.S. from Sogang University in Korea and a Ph.D. from UCLA. She was an ASEE postdoctoral fellow at Naval Air Warfare Center Weapons Division. She was 2004 Wakonse Teaching fellow and 2006 Peer Review of Teaching fellow at K-State. Her interests in scholarship of teaching include cross-curricular innovation.

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Alysia Starkey Kansas State University-Salina

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Alysia Starkey is an Assistant Professor and the Technical Services/Automation Coordinator at Kansas State University-Salina. She earned her B.S. in Psychology from Fort Hays State University and obtained a MLS from the University of North Texas. Alysia develops instructional programs for the Kansas State University-Salina library.

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Beverlee Kissick Kansas State University-Salina

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Beverlee Kissick is a Professor and Director of Libraries at Kansas State University-Salina. Beverlee
earned three degrees from Kansas State University at Manhattan: B.S. in Sociology, MS in Curriculum and Instruction, and a Ph.D. in Educational Technology Library/Media. Beverlee is known for her presentations on Practical Humanities and Information Literacy.

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Fostering Students to be Lifelong Learners with Science Literacy, Information Fluency, and Communication Skills


How do we teach students to be lifelong learners? This paper shares a glimpse of how a science course instructor, librarian, and writing center staff have collaborated toward a common goal based on individual and collective teaching/learning outcomes. Science literacy, information fluency and communication skills are critical foundations for students in engineering technology programs to become lifelong learners. One of the assignments from a university general education chemistry course, taken mostly by students in engineering technology programs involves an integrated three-step process including a discipline-specific pre-lab activity, general/customized information literacy instruction, and communication skills development. This paper describes how the collaborating team has learned from each other’s reflections to make the assignment a meaningful learning experience.

Librarians and faculty have been traversing on parallel paths during the past few decades. The rapid explosion of technological integration into nearly every aspect of daily life has merged the separate paths into one. Writing centers and libraries recognize their roles as centers of learning and the importance of collaboration.1 Librarians, writing center staff and faculty must now travel in tandem in order to prepare students to become successful members of today’s society. In the rapidly changing educational environment, this three- way collaboration and conversation creates new opportunities for lifelong learning, an essential 21st century skill. If students are to effectively contribute to today’s workforce, it is imperative that they are capable of communicating, receiving, and evaluating the barrage of information from multiple directions. Highly toned information literacy skills are the key to unlocking the potential for lifelong learning.

The collaborators have chosen to focus on four of the TAC of ABET Criterion 2 Program Outcomes.2 Those four outcomes suggest engineering technology program graduates should demonstrate: • a mastery of the knowledge, techniques, skills and modern tools of their disciplines (2.a.) • an ability to apply current knowledge and adapt to emerging applications of mathematics, sciences, engineering and technology (2.b.) • an ability to communicate effectively (2.g.) • a recognition of the need for, and an ability to engage in lifelong learning (2.h.)

If we expect students to engage in lifelong learning, questions to ask include how and where do we: • learn to teach our students to be lifelong learners? • communicate that outcome with the students?

Oh, J., & Starkey, A., & Kissick, B. (2007, June), Fostering Students To Be Lifelong Learners With Science Literacy, Information Fluency, And Communication Skills Paper presented at 2007 Annual Conference & Exposition, Honolulu, Hawaii. 10.18260/1-2--2247

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2007 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015