Session M533 Orienting Students for Lifelong Learning Success

1. Session M533Orienting Students for Lifelong Learning Success Sponsored by

2. Mary Strife1, Robin Hensel2, Marian Armour-Gemmen1 1WVU Libraries 2Benjamin M. Statler College of Engineering and Mineral Resources West Virginia University Funded by WVU ILCEP Grant ASEE 2012 Annual Meeting June 10-13, 2012 Engineering a Bridge to Information Literacy

3. Outline • Background • Methodology • Instructional Modules • Course Outline • Results • Conclusions & Future Plans

4. Background

5. The NEED

6. The OPPORTUNITY WVU Information Literacy Course Enhancement Program (ILCEP) incentivized collaboration of librarians and engineering faculty to address these issues

7. Freshmen have difficulty:

8. Methodology

9. Collaboration & Planning • Literature search • Added Information Literacy • Student learning outcomes to course syllabus (ACRL/STS IL standards, ABET criteria) • Components to technical report grading rubric • Developed 3 class sessions • Course management system • In-class activities • Homework assignments • Information Literacy pre/post quizzes (on-line)

10. Instructional Modules

11. LibGuidehttp://libguides.wvu.edu/engg101

12. Blackboard: eCampus

13. Implementation FALL 2011 Spring 2012 185 students 4 sections 2 librarians 3 engineering faculty 1 coordinator Librarians taught 1-2 classes/section • 735 students • 18 sections • 2 librarians; • 9 engineering faculty • 1 coordinator • Librarians taught 3 classes/section

14. Course Outline

15. Assessment Measures • Pre/post quizzes for each Information Literacy module • Informal faculty feedback • Student survey • Quality of technical reports

16. Results

17. Results • New Information Literacy learning objectives in ENGR 101 • Technical report grading rubric includes Information Literacy criteria • Inconsistent completion of pre/post tests • Positive student feedback on survey • Positive faculty feedback

18. Student Responses Most beneficial Least beneficial Difficulty in remotely accessing information via library webpage • Glean information faster with focused research strategy • Cognizant of information sources other than the Internet • Ability to access library resources without physically going to the library

19. Faculty Feedback Most Beneficial Least beneficial Giving up 3 class periods Use of Course Management System for quizzing and grading • Students: • Selected and used appropriate sources • Cited sources correctly

20. Conclusions, Discussion & Future Plans

21. Conclusions • Information Literacy infusion into ENGR 101: • Successful • Worth repeating • Lessons learned • Modify delivery system • Engage students with eCampus assessments • Sustainability

22. Future Plans • Continue IL modules in ENGR 101 • Modified delivery: • 1 in-class session • 1 on-line module • 1 Out of Class Experience • Improve assessment • Increase grade weight of quizzes • Develop on-line modules • Incorporate IL modules into online ENGR 101

23. References ALA/ACRL/STS Task Force on Information Literacy for Science and Technology (2006). Information Literacy Standards for Science and Engineering/Technology. Retrieved from http://www.ala.org/acrl/standards/infolitsearch National Society of Professional Engineers. (2007). Code of Ethics for Engineers. Publication 1102. http://www.nspe.org/Ethics/CodeofEthics/Index.html

24. References Oakleaf, M. (2011). Are They Learning? Are We? Learning from the Academic Library. Library Quarterly, 81(1), 61-82. Supplement: http://www.jstor.org/stable/suppl/10.1086/657444/suppl_file/80209suppl.pdf Strife, Mary, Marian Armour-Gemmen, and Robin Hensel. (2012). Integrating Information Literacy in Engineering: Librarians/Faculty Collaboration for the First Year Engineering Experience. Forthcoming 2012 ASEE conference proceedings.

25. THANK YOU! Questions?