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

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

3. Information Literacy Rubric • Outcomes • Finding Information • Locating Information • Analyzing Information • Synthesizing Information • Presenting Information

4. 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

5. 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

6. 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.

7. 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

8. 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

9. 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

10. 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

11. 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.)

12. 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.)

13. 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

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