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One or Many? Assessing Different Delivery Timing for Information Resources Relevant to Assignments During the Semester. A Work-in-Progress

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Conference

2012 ASEE Annual Conference & Exposition

Location

San Antonio, Texas

Publication Date

June 10, 2012

Start Date

June 10, 2012

End Date

June 13, 2012

ISSN

2153-5965

Conference Session

Orienting Students for Lifelong Learning Success

Tagged Division

Engineering Libraries

Page Count

14

Page Numbers

25.999.1 - 25.999.14

Permanent URL

https://peer.asee.org/21756

Download Count

39

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Paper Authors

biography

Amy S. Van Epps Purdue University, West Lafayette Orcid 16x16 orcid.org/0000-0002-5986-5952

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Amy Van Epps, M.S.L.S., M.Eng., is an Associate Professor of library science and Engineering Librarian and Coordinator of Instruction at the Siegesmund Engineering Library, Purdue University. Her research interests include information literacy, effective teaching, and integration methods for information literacy into the curriculum and ethical writing skills of engineering students.

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biography

Megan R. Sapp Nelson Purdue University, West Lafayette

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Megan Sapp Nelson is Associate Professor of library sciences at Purdue University Siegesmund Engineering Library. She is liaison to the schools of Civil and Electrical Engineering and Earth and Atmospheric Sciences, and related College of
Technology disciplines. You can contact her at msn@purdue.edu.

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Abstract

One or Many? Assessing different delivery timing for information resources relevant to assignments during the semester.An opportunity for a small study occurred when the authors were asked to come speak withdifferent sections of the same first year course – Fundamentals of Speech Communication – thatwere associated with engineering learning communities. The course instructors were interested indifferent delivery models, one choosing a single, 50 minute lecture early in the semester; theother choosing four, approximately 12 minute lectures to be offered just before each assignmentwas given. The authors coordinated what material would be presented to the students tominimize variation between the sections.The goal of the project was to determine if the timing of the library content presentation made adifference in what resources students used for each of the four assignments in the class. Toaccomplish this, the citations for each section were rated for overall quality and compared toeach other to determine if a difference was evident.Each speech assignment required students to turn in an outline and list of references. The list ofreferences for each student were appropriately anonymized, then analyzed using the first 3sections of the citation coding protocol presented by Wertz, et al (2011).ReferenceWertz, R. E. H., Ross, M. C., Fosmire, M. J., Purzer, S., & Cardella, M. E. (2011). Do Students Gather Information to Inform Design Decisions? Assessment with an Authentic Design Task in First-Year Engineering (Session #M421). In Proceedings of the ASEE Annual Conference and Exposition. ASEE.

Van Epps, A. S., & Sapp Nelson, M. R. (2012, June), One or Many? Assessing Different Delivery Timing for Information Resources Relevant to Assignments During the Semester. A Work-in-Progress Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. https://peer.asee.org/21756

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