Using Information Literacy Standards to Meet ABET Accreditation Outcomes

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Using Information Literacy Standards to Meet ABET
Accreditation Outcomes

• Marian G. McCord
• Associate Professor
• Biomedical Engineering, Textile Engineering
• North Carolina State University

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Outline

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

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Information Literacy Rubric

• Outcomes
• Finding Information
• Locating Information
• Analyzing Information
• Synthesizing Information
• Presenting Information

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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

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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

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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.

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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

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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

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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

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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

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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.)

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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 PowerPoint 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.)

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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

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

• QUESTIONS??