Linking Information Literacy Skills to ABET’s Lifelong Learning Component One department at a time! Kimberly Ogden and Paul Blowers University of Arizona

Purpose of workshop To illustrate how integrating information literacy skills into the engineering curricula can be used as one pedagogical approach to creating lifelong learners. Workshop objectives: Highlight successful practices of integrating information literacy into the engineering curriculum and courses. Explain how faculty can receive assistance in designing information literacy-related assignments or activities. Explore the best methods for disseminating the contents of the workshop within the College of Engineering.

Workshop Outcomes: Definition Content included in self-study reports Syllabi makeovers Advocates

Lifelong Learning Lifelong learning, a skill that involves the continuous seeking, gathering and processing of information, provides the foundation for sustained growth throughout one’s life. It requires a creative outlook and is evidenced by the successful synthesis, management and application of new knowledge gained from the teachings of others, personal experience, and introspection 1. Information literacy, which “is common to all disciplines, to all learning environments, and to all levels of education,” forms the basis for lifelong learning; it is an intellectual framework for recognizing when information is needed, and understanding, finding, evaluating, and effectively using such information 2. The College of Engineering at the University of Arizona incorporates information literacy into its curriculum to enable students to master content, mature intellectually, and become self-directed learning professionals 1. Johnson, V.R. (2003). Becoming a Technical Professional. Dubuque: Kendall/Hunt Publishing. Association of College and Research Libraries. (2000) Information Literacy Competency Standards for Higher Education. Chicago: American Library Association.

How ChEE addressed ABET’s lifelong learning requirement in their accreditation self-study report Information Literacy Learning Styles

Lifelong Learning Throughout the Curriculum - Freshman Introduction to Engineering Course –Google and Wikipedia –Background on interdisciplinary design projects Energy Solar Ovens Cell phones – dissection –Stress what plagiarism is –Stress how to site references and when needed –Many professional speakers –College career plan

Lifelong Learning Throughout the Curriculum - Sophomore Material and Energy Balance Course Objectives Upon completion of this course, students should be able to: 1) comfortably use unit conversions while solving problems 2) confidently transfer a verbal problem statement into its mathematical representation 3) write and solve mass balances for a process 4) use the appropriate gas law while solving mass and energy balances 5) use phase diagrams to solve mass and energy balances 6) apply Raoult's law in mass and energy balances 7) identify and use formulas for the different energy terms 8) use heat capacities correctly in energy balances 9) integrate material and energy balance solution techniques to solve complex problems 10) investigate transient behaviors where variables change over time

Lifelong Learning Throughout the Curriculum - Sophomore Material and Energy Balance Course Objectives Other metaconcepts the students should be proficient at: 1) be able to identify personal difficulties during problem solving and to take corrective action 2) be able to knowledgeably think of everyday examples where material and energy balances are important 3) be able to conceptually link levels of information and ideas in a problem solving framework 4) begin to use the library and electronic resources effectively to find high quality information

Lifelong Learning Throughout the Curriculum - Junior Chemical Thermodynamics Course Objectives Other metaconcepts the students should be proficient at: 1) be able to comfortably organize and present group or individual material to the class 2) be able to add equilibrium thermodynamic knowledge to your existing framework of chemical engineering problem solving techniques 3) be able to identify personal difficulties during problem solving and to take corrective action 4) be able to knowledgeably think of everyday examples where equilibria are important 5) be able to search for and use information from published sources as steps towards developing lifelong learning skills through information literacy

More Specifically - Thermodynamics

Lifelong Learning Throughout the Curriculum - Senior Capstone Design Course Objectives Upon completion of this course, students should be able to: 10) Read and critique published life cycle assessments for their individual strengths and weaknesses. 11) Search for and use highly specific information in the published literature and to evaluate the relevance of the materials. Be able to effectively use library resources. Specifically, this means students will recognize the need for and methods of participating in life-long learning. Other metaconcepts the students should be proficient at: 1) be able to organize and present highly technical material to an informed audience 2) be able to use your existing framework of chemical engineering problem solving techniques as applied in a design context 3) be able to identify personal difficulties for solving complex problems and to take corrective action 4) be able to knowledgeably think of everyday examples where chemical engineering design can be improved or implemented

Plan of Action Advocate for the systematic inclusion of information literacy across the undergraduate engineering curricula in instances where it naturally fits in. Identify teachable moments to teach information literacy and develop lifelong learning skills.

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