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The Literate Engineer: Infusing Information Literacy Skills Throughout an Engineering Curriculum

The Literate Engineer: Infusing Information Literacy Skills Throughout an Engineering Curriculum. Lisa G. Bullard (Chemical Engineering) Honora N. Eskridge (NCSU Libraries) North Carolina State University. Outline. Instruction efforts thus far at NCSU

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The Literate Engineer: Infusing Information Literacy Skills Throughout an Engineering Curriculum

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  1. The Literate Engineer: Infusing Information Literacy Skills Throughout an Engineering Curriculum Lisa G. Bullard (Chemical Engineering) Honora N. Eskridge (NCSU Libraries) North Carolina State University

  2. Outline • Instruction efforts thus far at NCSU • Courses and assignments in Chemical Engineering • Introduction to Engineering • Chemical Process Principles • Professional Development Seminar • Capstone Senior Design • Assessment • Conclusions

  3. What We’ve Done… • 8 of 11 engineering departments • Chemical Engineering as a model …and what we’ve learned….

  4. Our Goal Thinking “Beyond The Brickyard”

  5. Freshman Year:Introduction to Engineering • 1200 students per year • Presentation by engineering librarians and exercises on library web site, catalog searching, key databases, and citation • Assignment: Freshman Engineering Design Project (trebuchet, water rocket, bubble blowing machine, fountain, pop-up book, etc.)

  6. Sophomore Year:Chemical Process Principles • 150 students per year • Introduction to discipline-specific resources that CHE’s use • Assignment: select a chemical and provide basic physical properties, industrial applications, toxicity data, environmental hazards, manufacturers, demand/sales, and unit pricing

  7. 1-2 small sections of 16 students Focus on writing, speaking, ethics, professional development skills Assignment: Choose a technical topic that has an ethical dimension. Junior Year:Professional Development Seminar • Prepare a 10-15 page paper and 15 minute oral presentation summarizing the technical and ethical issues.

  8. Senior Year: Capstone Senior Design • 60-90 students per year • Assignment: research map based on senior design project • Scope of project • Books • Journals • Internet resources • Engineering standards • Patents

  9. Assessment • Integrated into the course using assignment grades • Grading done using information literacy rubric (presented at ASEE 2003) • Data still new – still collecting and figuring out what it means

  10. CHE 205

  11. Conclusions • Linkage of information competencies to existing or new assignments • Need-based content • Challenge: persuading students that there is valuable, discipline-specific information beyond Wikipedia and Google.com sources

  12. Questions? Thank you!

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