1. The Value of Direct Engagement Connecting U: Online. In person. On demand in an Engineering Classroom and an Engineering Faculty

2. Parker&Godavari, U of M, 20112 Outline Introduction – quick update on our earlier study of integrating the engineering librarian into a class Pedagogical Context - the Technical Communication course and the Senior Design Capstones The Liaison Librarian Model in Practice – the engineering librarian in the Tech Comm classes & the Senior Design capstones Assessment and Accreditation - graduate attributes and the rubrics Outcomes and Implications

3. Introduction A Quick Update

4. Earlier Study: Integrated Model Engg librarian – integrated into Technical Communication (ENG 2010) – 2 nd or 3 rd year A single course – allowed us to focus on 2 pedagogical outcomes Instantiating the benefits of an engg research report within a field where applications and design exigencies are paramount Determining whether engineering research skills were “short-term competencies” or valuable additions to a student’s learning repertoire (lifelong learning) Parker&Godavari, U of M, 20114

5. Pedagogical Outcomes Research-based report – allowed inexperienced students to explore new ideas – but without having to create (and build) a design Research skills – some evidence to suggest these became part of a student’s learning repertoire Parker&Godavari, U of M, 20115

6. Quick Overview of the Models Embedded librarian – aligned within a course – equal with an instructor Liaison librarian – more traditional role – like “middleware” (in Luce’s words) that bridges systems and users – move from collections-centred to engagement-centred (in Williams’ words) A subtle difference – reflects the degree of collaboration and partnership – in the classroom and with the instructor Parker&Godavari, U of M, 20116

7. Liaison Model at the U of M Direct engagement – librarian as part of the course – taught a series of tutorials on engineering research Flexibility – librarian’s direct engagement with the course, the instructor and the students – but within the constraint of time Librarian could attend appropriate classes, as needed Parker&Godavari, U of M, 20117

8. The Pedagogical Context The Technical Communication Class and the Senior Design Capstones Parker&Godavari, U of M, 20118

9. Developing Students’ Professional Skills Technical Communication class – a “stand- alone” course that provides the foundation A mandatory, team-based course – usually taken in 2 nd or 3 rd years Senior capstone courses – build on this foundation Similar to WAC and WID models – communication integrated into technical courses – e.g., many courses at U of T Parker&Godavari, U of M, 20119

10. The Technical Communication Class Focus – the processes of communication Covers such C.E.A.B. requirements as: project management team management document design small group dynamics engineering report genres Emphasizes the convergence of engineering and communication design – engineers solve problems, but communicate solutions Parker&Godavari, U of M, 201110

11. Assignments Technical elements – express the technical issues in prose as well as the technical criteria Research – foundation for expressing the technical elements Communication elements – define the audience and the purpose Team elements – planning team and project tasks Research – foundation for expressing the communication and team elements Parker&Godavari, U of M, 201111

12. “Staged” Assignments Series of assignments designed to build on each other and create the foundation Team proposal – initiates the process – research underpins the importance of gathering sufficient resources to lead to a good deliverable Students learn new concepts (and may then transfer that knowledge to new situations) Students also learn their professional vocabulary Parker&Godavari, U of M, 201112

13. Senior Design Capstones Closer to the integrated model exemplified by WAC and WID – communication instructors and the librarian have some input into the content and even do some teaching Also engaged in the assessment – students must demonstrate a technical mastery of a subject + a competence in communicating it We provide the scaffolding between the earlier course and the capstone Parker&Godavari, U of M, 201113

14. Senior Design Capstones Must meet the demands of an industry-based client Focus is the design activity – to create a solution to meet the client’s “real world” problem This focus enhances the communication and the research activities – because these activities support the engineering work and the exchange of important information Parker&Godavari, U of M, 201114

15. The Liaison Model in Practice The Engineering Librarian in the Technical Communication Class and the Senior Design Capstones Parker&Godavari, U of M, 201115

16. In Focus The Engineering Method – is “the strategy for causing the best change in a poorly understood or uncertain situation within available resources.” Billy Vaughn Koen, Definition of the Engineering Method Parker&Godavari, U of M, 201116

17. In Practice Tech Comm Course – 6 modules for each section Some lectures, some hands-on Senior Design Capstone – A resource person in labs and a session on standards and patents M&M Thesis Option – up to 2 lectures: standards & patents and writing a literature review Parker&Godavari, U of M, 201117

18. Tech Comm Outline The classes follow the students’ research pattern : – Doing research and keeping track – Google and Google Scholar – Databases – focus on EV – Plagiarism and copyright – Special sources of engineering information and the hidden web Parker&Godavari, U of M, 201118

19. Assessment and Accreditation Tech Comm has 3 forms; – Rubric Built on Honora Nerz’s rubric and includes ACRL and CEAB accreditation criteria – Marking sheet Parallels the rubric and includes grading and comments for the students in 5 sections – Search strategy page Each student fills one out for the Proposal and then for the Final Report Parker&Godavari, U of M, 201119

20. Capstones & Thesis Option Assessment Shortened rubric and marking sheet Reports and citations graded Oral presentations graded Parker&Godavari, U of M, 201120

21. Canadian Accreditation Criteria U of Manitoba undergoing accreditation 2012 Faculty have developed outcomes-based assessment the list is at http://dl.dropbox.com/u/12476680/DropBoxLinks-ASEE-2011.doc Includes these documents: 1.) Competency Areas Attributes, 2.) Creating Measureable Learning Outcomes, 3.) Grad Attributes, and 4.) CEAB Supplementary Notes. Parker&Godavari, U of M, 201121

22. Outcomes and Implications Need a clone Marketing, marketing (preaching?) Time management skills get honed fast Teaching a section of the course… Parker&Godavari, U of M, 201122

23. Keep in Mind Questions? Parker&Godavari, U of M, 201123