Using Information Literacy Standards to Meet ABET Accreditation

Using Information Literacy Standards to Meet ABET Accreditation Outcomes Marian G. Mc. Cord Associate Professor Biomedical Engineering, Textile Engineering North Carolina State University

Outline • Development of an information literacy rubric for engineering students • Relationship of information literacy outcomes to ABET outcomes • Implementation plan

Information Literacy Rubric • Outcomes – Finding Information – Locating Information – Analyzing Information – Synthesizing Information – Presenting Information

Outcome 1 • Graduates are able to find appropriate information for engineering problem solving – Criteria: • Able to clearly and succinctly articulate a problem • Able to formulate and implement a search strategy • ABET Criteria: – 3. c. Ability to design a system, component or process to meet desired needs – 3. e. Ability to identify, formulate and solve engineering problems

Outcome 2 • Graduates are able to locate information relevant to engineering problems – Criteria: • Able to recognize and navigate information systems at macro- and micro-levels • Understands differences between available search tools and is fluent in their use • Appreciates the importance of print and/or historic resources and knows how to access them • Able to perform sophisticated searches, making use of Boolean operators and index systems • Fully aware of library services, and uses them • ABET criteria: – 3. i. Recognition of the need for, and ability to engage in lifelong learning – 3. k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

Outcome 3 • Graduates are able to analyze information necessary for solving engineering problems – Criteria: • Able to analyze information based on accuracy, authority, perspective, purpose, currency, completeness, and relevance, as demonstrated through sources cited in bibliographies. • Is able to effectively refine a search based on the results retrieved. • ABET criteria: – 3. b. Ability to design and conduct experiments, as well as to analyze and interpret data – 3. i. Recognition of the need for, and ability to engage in lifelong learning – 3. k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.

Outcome 4 • Graduates are able to synthesize information regarding engineering problems – Criteria: • Condenses and summarizes information regardless of format. • Able to formulate an argument based on information retrieved from multiple sources. • Able to rearrange information into multiple presentations. – ABET Criteria: • 3. e. Ability to identify, formulate and solve engineering problems • 3. g. Ability to communicate effectively

Outcome 5 • Graduates are able to present engineering information effectively – Criteria: • Able to articulate an argument in a logical and cohesive way. • Communicates findings in an appropriate style and format. • Grammar and syntax are excellent. • Is able to communicate with both technical and lay audiences. • Uses media effectively. • Sources are cited appropriately. – ABET Criteria: • 3. f. An understanding of professional and ethical responsibility • 3. g. Able to communicate effectively

Implementation Planning • Freshman information literacy spans broad range of competencies • Some students acquire ability to meet outcomes earlier than others • By graduation, it is desirable (but somewhat improbable? ) that ALL students are able to meet ALL outcomes • Information literacy outcomes are embedded within programmatic (ABET) and course outcomes and assessment plans – Insures faculty buy-in and participation – Insures student identification of information literacy as a key component of their engineering education and career preparation

Design of Assignments • Target assignments for all four years, embed into core engineering courses, both general and discipline-specific • Create a set of drop-in modules that can be customized for discipline specificity • Assignments will ideally address all outcomes at some level • Assignments should serve the needs of both the inexperienced and the advanced student

Freshman Assignment – Short Research Paper • Define your research topic in a single sentence (outcome 1, 3. e. ) • Select keywords for your search (outcome 1, 3. c. ) • Search the library catalog and come up with at least 5 potential print references (outcome 2, 3. k. ) • Find 10 facts about your research topic in the references (outcome 3, 3. b. ) • Use these facts to write a one-page paper about your topic (outcome 4, 3. g. ) • Read your paper to a group of 4 students and answer their questions (outcome 5, 3. g. ) • Advanced student options (for extra credit): – Write down 3 questions you could not answer and come up with a strategy to access the information necessary to answer them (outcome 1, 3. c. , 3. e. ) – Look up and list the major subject headings for your and do the search that way to see if they get different/better results (outcome 2, 3. i. , 3. k. ) – Include several types of print media in your references (outcome 4, 3. i. , 3. k. )

Senior Assignment – Lit. Review for Sr. Design Project • Develop a succinct but inclusive problem statement (outcome 1, 3. e. ) • Formulate a search strategy that uses Boolean operators - document your procedure and search strategy by printing out your search and including written notes (outcomes 1, 2, 3. c. , 3. e. ) • Perform simultaneous, multi-database searches (outcome 2, 3. e. , 3. i. , 3. k. ) • Use ILL to obtain at least one reference not available through NCSU libraries (outcome 2, 3. i. , 3. k. ) • Modify your search (document changes, rationale) (outcomes 1, 3, 3. b. , 3. c. ) • Integrate data or information from at least two sources other than journal articles and books (patents, standards, conferences, government docs, or internet resources) into your text (outcome 4, 3. e. , 3. g. ) • Develop a Power. Point presentation of your literature review (outcome 5, 3. g. ) • Advanced student options (for extra credit): – Create a website for your project with links to online resources (outcome 5, 3. g. ) – Visit off-campus libraries to obtain references not available on NCSU campus (outcome 2, 3. i. , 3. k. )

Next Steps • Build assessment of information literacy skills into cyclical ABET loop • Encourage engineering faculty to work with librarians to customize assignments for their courses • Incorporate information literacy outcomes into General Education courses

Thanks to all the librarians who work together with faculty as partners in the education of our students! QUESTIONS? ?