Asee peer logo

Reinforcing Information Fluency: Instruction Collaboration in Senior Capstone Laboratory Course

Download Paper |

Conference

2018 ASEE Annual Conference & Exposition

Location

Salt Lake City, Utah

Publication Date

June 23, 2018

Start Date

June 23, 2018

End Date

July 27, 2018

Conference Session

Engineering Libraries Division Technical Session 2

Tagged Division

Engineering Libraries

Page Count

31

DOI

10.18260/1-2--30930

Permanent URL

https://peer.asee.org/30930

Download Count

78

Request a correction

Paper Authors

biography

William W. Tsai California State University, Maritime Academy

visit author page

Dr. William W. Tsai is an assistant professor in the Mechanical Engineering Department at California State University, Maritime Academy (CSUM). His research background is fluid mechanics and heat transfer and is examining research topics in laboratory education in those fields. Prior to CSUM, Dr. Tsai was a Member of the Technical Staff in the Fluid Mechanics Group at The Aerospace Corporation. Dr. Tsai earned his Ph.D., M.S., and B.S. at the University of California, Berkeley in Mechanical Engineering.

visit author page

biography

Amber Janssen MLIS California State University, Maritime Academy

visit author page

Amber Janssen is a senior assistant librarian at California State University, Maritime Academy (CSUM). Her research background is in the instruction and assessment of information fluency in undergraduate education. Prior to CSUM, Ms. Janssen was a technical editor for the Research & Development office of Tetra Tech, Inc. Ms. Janssen earned her MLIS from San Jose State University.

visit author page

Download Paper |

Abstract

This paper presents a study examining the effect of direct information fluency instruction in a Mechanical Engineering senior capstone laboratory course. An experiment was designed where the students examined different drag reduction techniques on heavy vehicles. This topic was selected because the students would be forced to carry out a literature search beyond their fluid mechanics textbook. The study was designed to examine a) students’ attitudes toward research practices and b) whether supplemental instruction activities in information fluency would produce measurable improvements in the students’ information fluency skills. A research attitudes survey given to the course corroborated past research that online tools are the preferred research tool and perceived to be easier to use than resources such as databases and the library. The class was then evenly divided into a test group and a control group. A librarian gave the test group supplemental in-class instruction that emphasized methods in searching, evaluating the quality of, and proper usage of research sources. The control group was given additional activities related to the experiment. Two quantitative methods were employed to assess the information fluency skills of the two different groups before and after the supplemental instruction. First, students completed information fluency skills assessments prior to and after the instructional activity. Second, the students’ technical reports for this experiment and the one prior were scored using a rubric measuring the information fluency skills demonstrated. The data from the skills assessment showed improvement in search strategies in the test group as compared to the control group. The data from the writing assessment showed significant improvement in the quality of sources used in the test group as compared to the control group. The results support the hypothesis that the instructional activity produced measurable improvements in some of the areas of information fluency examined in this study.

Tsai, W. W., & Janssen, A. (2018, June), Reinforcing Information Fluency: Instruction Collaboration in Senior Capstone Laboratory Course Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30930

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: © 2018 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