L inking Information L iteracy S kills to ABET’s L ifelong L earning Component

1. Linking Information Literacy Skills to ABET’s Lifelong Learning Component One department at atime! KimberlyOgden and Paul Blowers University of Arizona

3. Purpose of workshop To illustrate how integrating information literacy skills into the engineering curricula can be used as one pedagogical approach to creating lifelong learners. Workshop objectives: • Highlight successful practices of integrating information literacy into the engineering curriculum and courses. • Explain how faculty can receive assistance in designing information literacy-related assignments or activities. • Explore the best methods for disseminating the contents of the workshop within the College of Engineering.

4. Workshop Outcomes: • Definition • Content included in self-study reports • Syllabi makeovers • Advocates

5. Lifelong Learning Lifelong learning, a skill that involves the continuous seeking, gathering and processing of information, provides the foundation for sustained growth throughout one’s life. It requires a creative outlook and is evidenced by the successful synthesis, management and application of new knowledge gained from the teachings of others, personal experience, and introspection1. Information literacy, which “is common to all disciplines, to all learning environments, and to all levels of education,” forms the basis for lifelong learning; it is an intellectual framework for recognizing when information is needed, and understanding, finding, evaluating, and effectively using such information2. The College of Engineering at the University of Arizona incorporates information literacy into its curriculum to enable students to master content, mature intellectually, and become self-directed learning professionals1. Johnson, V.R. (2003). Becoming a Technical Professional. Dubuque: Kendall/Hunt Publishing. Association of College and Research Libraries. (2000) Information Literacy Competency Standards for Higher Education. Chicago: American Library Association.

6. How ChEE addressed ABET’s lifelong learning requirement in their accreditation self-study report Information Literacy Learning Styles

7. Syllabus Makeovers

8. Lifelong Learning Throughout the Curriculum - Freshman • Introduction to Engineering Course • Google and Wikipedia • Background on interdisciplinary design projects • Energy • Solar Ovens • Cell phones – dissection • Stress what plagiarism is • Stress how to site references and when needed • Many professional speakers • College career plan

9. Lifelong Learning Throughout the Curriculum - Sophomore Material and Energy Balance Course Objectives Upon completion of this course, students should be able to: 1) comfortably use unit conversions while solving problems 2) confidently transfer a verbal problem statement into its mathematical representation 3) write and solve mass balances for a process 4) use the appropriate gas law while solving mass and energy balances 5) use phase diagrams to solve mass and energy balances 6) apply Raoult's law in mass and energy balances 7) identify and use formulas for the different energy terms 8) use heat capacities correctly in energy balances 9) integrate material and energy balance solution techniques to solve complex problems 10) investigate transient behaviors where variables change over time

10. Lifelong Learning Throughout the Curriculum - Sophomore Material and Energy Balance Course Objectives Other metaconcepts the students should be proficient at: 1) be able to identify personal difficulties during problem solving and to take corrective action 2) be able to knowledgeably think of everyday examples where material and energy balances are important 3) be able to conceptually link levels of information and ideas in a problem solving framework 4) begin to use the library and electronic resources effectively to find high quality information

11. Lifelong Learning Throughout the Curriculum - Junior Chemical Thermodynamics Course Objectives Other metaconcepts the students should be proficient at: 1) be able to comfortably organize and present group or individual material to the class 2) be able to add equilibrium thermodynamic knowledge to your existing framework of chemical engineering problem solving techniques 3) be able to identify personal difficulties during problem solving and to take corrective action 4) be able to knowledgeably think of everyday examples where equilibria are important 5) be able to search for and use information from published sources as steps towards developing lifelong learning skills through information literacy

12. Need to be able to find Need to be able to find information about species information about species Need real data in order to be able to Need real data in order to be able to and how to find reference and how to find reference compute compute fugacities fugacities , etc. Need to , etc. Need to materials for materials for ( have resources for finding have resources for finding programming/data programming/data information for unusual species. information for unusual species. manipulation. manipulation. 1) be able to solve thermodynamics problems using both hand and 1) be able to solve thermodynamics problems using both hand and computer programming techniques, building on ChEE 201, 202 and computer programming techniques, building on ChEE 201, 202 and ChEE 316 ChEE 316 2) be able to derive working equations for the solution of pract 2) be able to derive working equations for the solution of pract ical ical problems in thermodynamics starting from basic principles problems in thermodynamics starting from basic principles 3) be able to compute thermodynamic properties of pure and mixed 3) be able to compute thermodynamic properties of pure and mixed ideal and real gases ideal and real gases 4) be able to construct phase diagrams for ideal and real mixtur 4) be able to construct phase diagrams for ideal and real mixtur es of es of Again, need to be able to find Again, need to be able to find gases, liquids, and solids gases, liquids, and solids equilibria equilibria data for mixtures of data for mixtures of 5) be able to construct and use a model of phase behavior using 5) be able to construct and use a model of phase behavior using species and be able to extract the species and be able to extract the Need to be able to find real Need to be able to find real limited experimental data for VLE and LSE limited experimental data for VLE and LSE information from the paper information from the paper data for different substances data for different substances 6) be able to formulate and solve chemical equilibrium calculati 6) be able to formulate and solve chemical equilibrium calculati ons ons under different conditions. under different conditions. that may include multiple reactions that may include multiple reactions Cannot model data if you Cannot model data if you don't have any! don't have any! Other Other metaconcepts metaconcepts the students should be proficient at: the students should be proficient at: 1) be able to comfortably organize and present group or individu 1) be able to comfortably organize and present group or individu al al material to the class material to the class Need heat capacities, enthalpies Need heat capacities, enthalpies 2) be able to add equilibrium thermodynamic knowledge to your ex 2) be able to add equilibrium thermodynamic knowledge to your ex isting isting Listing the IL as an Listing the IL as an and entropies of formation, etc. in and entropies of formation, etc. in framework of chemical engineering problem solving techniques framework of chemical engineering problem solving techniques objective shows students objective shows students order to solve chemical order to solve chemical equilibria equilibria 3) be able to identify personal difficulties during problem solv 3) be able to identify personal difficulties during problem solv ing and to ing and to that this is a serious that this is a serious problems. problems. take corrective action take corrective action component of their success component of their success 4) be able to knowledgeably think of everyday examples where 4) be able to knowledgeably think of everyday examples where in the course. in the course. equilibria equilibria are important are important 5) be able to search for and use information from published sour 5) be able to search for and use information from published sour ces ces More Specifically - Thermodynamics

13. Lifelong Learning Throughout the Curriculum - Senior Capstone Design Course Objectives Upon completion of this course, students should be able to: 10) Read and critique published life cycle assessments for their individual strengths and weaknesses. 11) Search for and use highly specific information in the published literature and to evaluate the relevance of the materials. Be able to effectively use library resources. Specifically, this means students will recognize the need for and methods of participating in life-long learning. Other metaconcepts the students should be proficient at: 1) be able to organize and present highly technical material to an informed audience 2) be able to use your existing framework of chemical engineering problem solving techniques as applied in a design context 3) be able to identify personal difficulties for solving complex problems and to take corrective action 4) be able to knowledgeably think of everyday examples where chemical engineering design can be improved or implemented

14. Plan of Action • Advocate for the systematic inclusion of information literacy across the undergraduate engineering curricula in instances where it naturally fits in. • Identify teachable moments to teach information literacy and develop lifelong learning skills.

15. Questions