Mary L. Strife, Marian G. Armour-Gemmen, Robin A.M. Hensel

1. Re-tooling Information Instruction Delivery and Assessment for the Freshman Engineering Class: the Good, the Bad and the Ugly Mary L. Strife, Marian G. Armour-Gemmen, Robin A.M. Hensel 120th ASEE Annual Conference Atlanta, GA 23-26 June 2013

2. Background • Began Summer 2011 • Continuous part of Engineering 101 • Consensus to fit in Living Partnership • Buy-in by administration to ABET outcomes

3. Student Outcomes • Knowledge of how to evaluate an article • Ability to appropriately cite an article • Familiarity with four source databases for engineering research • Understanding of plagiarism and how to avoid it • Ability to identify four types of intellectual property

4. Information Delivery • Focus on Problem-Based (Active) Learning in the construction of all sessions • Three Delivery Environments: • In-Class Session • IP Module on Blackboard • “Out of Class Experience” (OCE)

5. Topics Covered in In-Class Session • Basic library webpages (including LibGuide) • Exercise about when to quote a source • Information use overview: • Worldwide web resources and Wikipedia • Evaluating resources with a mnemonic device • Class exercise to identify different types of citations as well as parts of a citation • Introduction to Summon (WVU Libraries’ discovery service)

6. Topics Covered in Intellectual Property Module • Article on eReserve • Introduction to intellectual property • Exercise identifying trademarks • Introduction to patents • Exercise for searching patents • Quiz on intellectual property

7. Out of Class Experience (OCE) • Length • Initial: One hour sessions • Change: Expanded to 1.5 hours in 2nd semester • Assignments • Initial: Could complete within two weeks • Change: Needed to be completed in the session • Assignment Worksheet • Initial: Included paper and electronic resources • Change: Included electronic resources only • MLA Citations • Initial: Full citation had to be written out by student • Change: Provided fill-in-the-blank citations

8. OCE Sign-ups: LibGuide Survey Function • 1st semester added many additional sessions because students didn’t sign-up • 2nd semester integrated sign-ups during the in-class session

9. Topics Covered in OCE Each student: Was provided a different subject to research Searched for a book, technical report, and journal article Searched for graph in a specific book Databases used: MountainLynx(library catalog) DOE Information Bridge SAE Digital Library EI Compendex Knovel

10. Evaluation & Observations

11. Overall Results p-value = 0.001

12. Results from the Course Section Pre- and Post-Tests

13. The Good • Increased cooperation and buy-in by faculty • Librarians integrated as part of the teaching team • Librarians participation as judges of Engineering 101 mini-conference • Significant learning by students over the pre- and post-tests

14. Challenges (the Bad) • Time allocation • Consistency across sections • Different instructor personalities and teaching styles

15. The Ugly • Plagiarism Avoidance Tutorial wouldn’t work • Lack of participation in the on-line IP Module

16. Improvements • Out of Class Experience • Retooling for Fall 2013 • Plagiarism Avoidance Tutorial • IP Module • Continued Dialog with Professors

17. Contact Mary Strife Mary.Strife@mail.wvu.edu Marian Armour-Gemmenmarmour@wvu.edu Robin HenselRobin.Hensel@mail.wvu.edu