tag:blogger.com,1999:blog-39682446040089753712024-02-20T04:33:33.347-05:00ELD Conference NotesThe is blog is for any Engineering Libraries Division (ELD) conference members to post session summaries and commentary about the conference as it is happening.ELDhttp://www.blogger.com/profile/15438415871448211309noreply@blogger.comBlogger70125tag:blogger.com,1999:blog-3968244604008975371.post-12617308656668690772012-06-11T18:19:00.000-04:002012-06-11T18:19:27.742-04:00ELD conference session evalutions<p>ASEE has chosen to stop using paper evaluation forms and is sending session attendees to fill out online evaluation forms. </p>
The URL for the library sessions is: <a href="http://tinyurl.com/ELD2012">http://tinyurl.com/ELD2012</a>Amy VEhttp://www.blogger.com/profile/01198039691955551812noreply@blogger.comtag:blogger.com,1999:blog-3968244604008975371.post-1267002792063818962012-06-11T18:12:00.000-04:002012-06-11T18:16:17.986-04:00ASEE Division Mixer<p>The new ASEE Division Mixer was a success in many ways. As one of the more active tables during the Mixer, the official photographer stopped and snapped a photo of several of our ELD folks at the table and then included it in the ASEE conference blog.</p>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgDMhDilxPDzH3F8Flb9nCopP1Q6GcJwsUDSK40-ftjxTXo2HGDnn3xB3N3GEkHNSeOG6dQHD3VxsPBiyGKeng_RBr4fCCMqiqUSf8PpT0nZMhSD5lCLVbxp76y0x5U0IAD4xu5CxqAOw/s1600/Division-Mixer.jpg" imageanchor="1" style="clear:left; float:left;margin-right:1em; margin-bottom:1em"><img border="0" height="214" width="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgDMhDilxPDzH3F8Flb9nCopP1Q6GcJwsUDSK40-ftjxTXo2HGDnn3xB3N3GEkHNSeOG6dQHD3VxsPBiyGKeng_RBr4fCCMqiqUSf8PpT0nZMhSD5lCLVbxp76y0x5U0IAD4xu5CxqAOw/s320/Division-Mixer.jpg" /></a>
<p>In the photo you'll see that we had a poster on the table describing our division and the committees that help us accomplish our work, as well as some playing cards on the table which we used to determine the category of trivia questions we would ask people who visited the table. </p>
<p>And honestly, we did not coordinate the orange tops. :-)</p>Amy VEhttp://www.blogger.com/profile/01198039691955551812noreply@blogger.comtag:blogger.com,1999:blog-3968244604008975371.post-28734647914178303202011-06-29T14:19:00.000-04:002011-06-29T14:19:01.381-04:00<b style="mso-bidi-font-weight: normal;"><i><span style="color: black; font-size: 10pt;">Welcome to the Real World: Showing the Value of Information Literacy Beyond the Classroom </span></i></b><br />
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span style="color: black;"><span class="Apple-style-span" style="font-size: x-small;"> John B. Napp, University of Toledo started his career as a librarian at an engineering firm. When he started as an academic librarian, surveyed engineering firms to find out how many have librarians (very few). His goal is to make sure the engineering students are capable of finding the information they need when they start their engineering careers, since they may not have librarians to assist them. </span><br style="mso-special-character: line-break;" /> <br style="mso-special-character: line-break;" /> <i style="font-size: 10pt;"><o:p></o:p></i></span></div><div class="MsoNormal" style="margin-bottom: 0in;"><i style="line-height: normal;"><span style="color: black; font-size: 10pt;">Resources:</span></i><br />
<ul><li><i style="line-height: normal;"><span style="color: black; font-size: 10pt;"><span class="Apple-style-span" style="font-size: small; font-style: normal;"><i style="line-height: normal;"><span style="color: black; font-size: 10pt;">Learning to Solve Problems: A Handbook for Designing Problem-Solving Learning Environments by David H. Jonassen (2010)</span></i></span></span></i></li>
<li><i style="line-height: normal;"><span style="color: black; font-size: 10pt;"><span class="Apple-style-span" style="font-size: x-small; font-style: normal;"><i>Hsieh, C. and L. Knight. 2008. <a href="http://dx.doi.org/10.1016/j.acalib.2007.11.007">Problem-Based Learning for Engineering Students: An Evidence-Based. Comparative Study. The Journal of Academic Librarianship</a>. DOI: 10.1016/j.acalib.2007.11.007</i></span></span></i></li>
<li><i style="line-height: normal;"><span style="color: black; font-size: 10pt;"><span class="Apple-style-span" style="font-size: x-small; font-style: normal;">Yadav, et al 2011 <a href="http://www.jee.org/2011/April/05.pdf">PBL in Electrical Engineering</a> found that students who were taught using PBL performed better. </span></span></i></li>
</ul><span style="color: black;"> <br style="mso-special-character: line-break;" /> <span class="Apple-style-span" style="font-size: x-small;"><o:p></o:p></span></span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span style="color: black; font-size: 10pt;">Napp decided a problem-based learning would be a useful approach to build in ACRL IL & ABET outcomes. Working with engineering faculty and students, they devised a team-based PBL assignment. He surveyed students on their use of information types as well as perceptions. 41% felt they would still be able to find everything they need on Google. Check out the paper for more findings.</span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span style="color: black; font-size: 10pt;"><br />
<b>What Information Sources Do Engineering Students Use to Address Authentic Socio-technical Problems? </b><br />
Eugene Barsky, Annette Berndt, Aleteia Greenwood, and Carla S. Paterson from University of British Columbia discussed their work with an applied science course, Technology and Development, The Global Engineer. Instructors work with a local community partner, a social entrepreneur Charlotte Kwon (<a href="http://maiwa.com/">maiwa.com</a>) who works with global artisans. The students focus on authentic problems of rural artisans in India. One example is the potential use of solar energy to power sewing machines. Students are required to produce a formal report proposing technological and socially appropriate solutions. The problems are ill-defined and students have to move into areas they are unfamiliar with. </span><span class="Apple-style-span" style="font-size: 13px;">One of the course outcomes is to get students "to develop a tolerance for ambiguity." </span><br />
<span class="Apple-style-span" style="font-size: 13px;"><br />
</span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span class="Apple-style-span" style="font-size: 13px;">Librarians worked with these students to teach them research skills. To assess they conducted 3 student surveys, a pre, post and one after the formal reports were complete. Librarians and faculty also reviewed the reference list of the reports. In the pre-survey they found that 90% of students plan to use library resources, 70% mentioned library books, and 40% mentioned library journals and databases. After completing the project 55% of students reported using library resources, 15% books, and 50% library databases and journals.</span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span style="color: black; font-size: 10pt;">People are an important source of information for engineers. Some students reported talking with academic experts, a few to librarians, and they expressed a desire to have more contact/communication with the project sponsor/contact in India. <o:p></o:p></span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span style="color: black; font-size: 10pt;">Their post-survey and paper review confirmed high use of non-academic sources. Overall only 20% of sources were academic sources. </span><span class="Apple-style-span" style="font-size: 13px;">Due to lack of clarity and vagueness of project, one student commented that internet search engines are a good place to start. 75% of students reported that presentations by librarians were useful to them. 60% of students reported subsequently using advanced search commands presented by librarians.</span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><i style="mso-bidi-font-style: normal;"><span style="color: black; font-size: 10pt;">Authentic problems as “high engagement, high impact” (Kuh, 2009) activities lead to co-creation of new knowledgebases. <o:p></o:p></span></i></div><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><b style="mso-bidi-font-weight: normal;"><i><span style="color: black; font-size: 10pt;">Gauging Workplace Readiness: Information Behavior and Preparedness of Engineering Students in Cooperative Education Programs</span></i></b><i><span style="color: black; font-size: 10pt;"> </span></i><span style="color: black; font-size: 10pt;"><o:p></o:p></span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span style="color: black; font-size: 10pt;">Jon N. Jeffryes, University of Minnesota, Twin Cities, collaborating with another librarian surveyed co-op students to find out what types of information they are using “on the job.” Out of 42 co-op students, 36 responded. Almost all were mechanical engineering students, most junior/senior level. <o:p></o:p></span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span style="color: black; font-size: 10pt;"><br />
Not surprisingly, the librarians found that <i style="mso-bidi-font-style: normal;">everyone</i> had to find information on the job. Three areas the data will guide: <o:p></o:p></span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span style="color: black; font-size: 10pt;"><b>1. Portfolio program: </b>six skills students need for their careers, many gleaned from their literature review, putting together this program and used survey findings to help make the case for this initiative. <br />
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<b>2. Teamwork workshop:</b> piloted 90-minute workshop already, drop in workshop, not required. Sent to faculty and some strongly requested that one student from each team attend. Focus on team skills and library tools that can assist with teamwork, recent physical space improvements aid with this effort, many active learning/collaborative learning labs. Discussions are now underway on how to incorporate into the curriculum. <br />
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<b>3. Information literacy integration: </b>survey data will help and provide examples to engage students within large lecture format IL session for engineering students. <br />
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<b style="mso-bidi-font-weight: normal;"><i>It's a Wrap: a Real-life Engineering Case Study as the Focus of an Online Library Tutorial </i></b><br />
Patsy D. Hulse at University of Auckland working with subject librarians D. Dantang Han, E.I. Melnichenko, and S. Brookes developed an online tutorial that incorporates a real-life engineering case study. The idea for this was to fill a research education gap within the engineering students third year. This class has 550 students so an online tutorial was the best approach for an already overstretched staff. They needed to create this within 4 months. Six modules cover how to find the information the students need. Module 4: Time to do testing, is the finding standards part of the tutorial, is one example where they create a scenario that outlines the information need and provide information on how to use databases for finding standards. They created a bank of around 80 assessment questions, and there is a test is worth 3% of the final grade.<br />
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To evaluate the effectiveness of the online tutorial they used direct observation, a feedback form, test results, paper evaluation during lectures to get higher response rate (also offered a raffle prize). Found 24% of students learned about patents for the first time. They made changes after student feedback, such as adding video times/sizes, improving navigation and fonts. Side benefit: </span><span class="Apple-style-span" style="font-size: 13px;">Librarians were able to use some of the videos within other courses at the graduate level. </span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span style="color: black; font-size: 10pt;"> <br style="mso-special-character: line-break;" /> <o:p></o:p></span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span style="color: black; font-size: 10pt;"><a href="http://flexiblelearning.auckland.ac.nz/enggen303/index.html"><b>Check the tutorial out at their website</b></a>.<o:p></o:p></span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span style="color: black; font-size: 10pt;"><br />
Aside: UofA’s Engineering Library has a neat creativity center, with building materials and a large engineering firm sponsors a model building competition. <o:p></o:p></span></div>Unknownnoreply@blogger.comtag:blogger.com,1999:blog-3968244604008975371.post-75581479178012207672011-06-29T13:33:00.000-04:002011-06-29T14:33:36.936-04:00Engineering Information Literacy: Theory and Practice<b>Gaming Against Plagiarism: A Partnership between the Library and Faculty </b><br />
Amy G. Buhler, M. Leonard, M. Johnson and B. DeVane;<br />
Problems with plagiarism at University of Florida prompted Buhler, et al to create a game to help students learn to avoid plagiarism. This project is grant-funded. Using <a href="http://www.intulogy.com/addie/">ADDIE </a>and instructional design principles, they constructed a project plan to create this game. Phase 1, content development has completed and now the librarians are in the design phase. Content-building team, Don McCade from Rutgers, a well known researcher on plagiarism in higher education, and others. Content is broken into 3 levels of understanding, based on six outcomes. Level one is foundation knowledge which is to identify major types of plagiarism, basic rules to avoid, and identify data fabrication and falsification. Level two explains consequences, three complexity. The design team, from digital design institute at UF. The design team is developing small mini-games, incorporated into meta-game that will help students achieve the outcomes. Using Bloom’s taxonomy, game one will allow students to “identify,” two “manage,” and three an investigator will “argue” within a plagiarism mystery, thus using higher order skills.<br />
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Once the prototype is developed there will be a 3-week test cycle and librarians hope to do 3 test phases with end users. UF partnered with various institutions who will be using and testing this game within their courses over the next year.<br />
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Follow the progress of the game at <a href="http://blogs.uflib.ufl.edu/GAP">blogs.uflib.ufl.edu/GAP</a> {note: link doesn't work today so need to check on this}<br />
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See also <a href="http://gamesinlibraries.blogspot.com/2009/08/down-with-plagiarism.html">Games in Libraries Blog</a> for posts on education games in libraries, including some other examples of plagiarism games.<br />
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<b>Finding Your Way around the Engineering Literature: Developing an Online Tutorial Series for Engineering Students</b> – Janet Fransen<br />
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In order to reach graduate students at University of Minnesota Jan developed a series of online tutorials, “consumable and short bursts.” She wanted the students to have a compelling reason to do these tutorials so performed some citation analyses on prior student work at UM in order to make the case to students.<br />
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In selecting a tool, they wanted some interactivity and quizzing options so selected Adobe Captivate and Audacity for audio recording. She created a template for the tutorial series and included information about subject librarian(s). Using engineering examples her citation research on electrical engineering peers, the tutorials are focused on graduate students information needs. <br />
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See tutorials at:<br />
<a href="http://z.umn.edu/englit">z.umn.edu/englit</a><br />
<a href="http://z.umn.edu/ececites">z.umn.edu/ececites</a><br />
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<b>Collaborative Information Behaviour of Engineering Students in a Senior Design Group Project: a Pilot Study </b><br />
<a href="mailto:Nasser.saleh@queenu.edu">Nasser Saleh</a>, Queens University<br />
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Assumption that info seeker is an individual, interested in looking at behavior of groups. Saleh wanted to find about collaborative information seeking.<br />
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See <a href="http://communication.sbs.ohio-state.edu/sense-making/art/artabsdervin98km.html">Dervin’s Sense-making Theory</a><br />
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Two case studies within 4th year design course, 2nd case study he did interviews with students.<br />
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For this pilot study, first interested in task formulation/initiation. He surveyed students to understand clarity, interest in project, ability to find background information and so on. Students reporting that finding information for their project was an ongoing activity, which could be important for engineering librarians to be mindful of. Students reported using people as information sources (93%) such as client, instructor, and librarian. When asked for reasons for collaborative information seeking, complexity of project was one factor. Are students assigning roles? Almost 76% reported they are in order to increase productivity. They meet, split to search, then come back to reconvene to discuss findings. <br />
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See also <a href="http://books.google.com/books/about/New_directions_in_human_information_beha.html?id=aYoeiOIGSjoC">Talja, Hansen "Information Sharing" chapter within Information Sharing in New Directions in Human Information Behavior Seeking (2006).</a><br />
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<b>Keeping the Conversation Alive: Maintaining Students' Research Skills Throughout Their College Careers</b><br />
Jay Bhatt with L. Milliken, L. Ackert, and E.J. Goldberg<br />
At Drexel, Bhatt was teaching first year and senior engineering research skills, but there were issues with students retaining these skills. He wanted to find a way within their sophomore or junior year to embed information literacy. To intervene within the mid-academic career, Bhatt performed a careful analysis of the engineering curriculum and found that HIST285: Technology in Historical Perspectives was often taking by students in the junior year. Collaborating with the Humanities librarian and professors of this course, Bhatt was able to infuse IL into this course. For the final research assignment students needed to find scholarly sources, books, and primary historic documents. In the future these sessions will be recorded and made available online for students via Adobe Connect.<br />
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In the future they are considering a field trip to the Franklin Institute Museum can help students generate ideas for research on inventions or innovations.<br />
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</div>Unknownnoreply@blogger.comtag:blogger.com,1999:blog-3968244604008975371.post-62750638147827279612011-06-28T15:51:00.001-04:002011-06-28T15:52:33.953-04:00Rethinking PowerPoint - Deviation from ELD but Worth a Gander at Assertion-Evidence Slides<b>Assertion-evidence Slides Appear to Lead to Better Comprehension and recall of More Complex Concepts</b><br />
Kerri Wolf, Penn State & Dr. Joanna K Garner, et al at Old Dominion University asked whether or not assertion-evidence slides are better for communicating technical information. Two groups of students viewed different PPTs with same recorded scripts on MRIs. Researchers then assessed knowledge retention with immediate essays and then tested on their retention of the information two weeks later via a quiz. <br />
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Assertion-evidence slides have an assertive statement, a large image, and focused labels via layers. They found A-E slides worked better than the traditional bulleted list which tend to have more text/noise. Use of PPT layers or animation can help students visualize. Over 20% increase in understanding of technical concept was seen with the assertion-evidence slides. Students wrote an essay right after the presentation on the process of MRI. Researchers used a rubric to grade the essays, for the common practice 42% and for assertive-evidence students attained 59%. The common practice students also led to more misconceptions. <br />
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<i>These slides do take longer to construct, but worth the time investment! </i><br />
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<b>Informed Influence: Preparing Graduate Students to Present with Power instead of Just PowerPoint</b><br />
Christine G. Nicometo & Traci N. Nathans-Kelly from University of Wisconsin, Madison discussed the shift from textual to visual slide design and ability for presented to engage audience or students. They teach in Master of Engineering in Professional Practice, which is primarily on online program, and students have been in industry for at least five years. <br />
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Teach students to make assertive statement on their slides along with visuals. They also recommend the use of archival/speaker notes, especially useful when sharing presentations. Their professional students are required to record and view their presentations in order to practice and improve, and they have found the powerful impact of using assertion-evidence based presentation slides.Unknownnoreply@blogger.comtag:blogger.com,1999:blog-3968244604008975371.post-84534863334912527332011-06-28T15:46:00.000-04:002011-06-28T15:46:35.414-04:00Information Literacy Programs for First Year Engineering Students<b>Lifelong Learning and Information Literacy Skills and the First Year Engineering Undergraduate: Report of a Self-assessment </b>– Meagan C. Ross with Michael Fosmire, Ruth Wertz, M.E. Cardella, and S. Purzer<br />
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Meagan C. Ross, discussed first year IL and assessment projects at Purdue University. This particular project was funded by an Engineer 2020 grant. Ross, et al found engineering students self-reported lack of gains in “lifelong learning.” ABET Outcome 3i Lifelong Learning and information literacy are connected. Librarians found they had a hard time teaching IL skills as well as a difficult time assessing these skills. Looking to develop an easy to administer test for librarians and engineering faculty to use. Guglielmino developed a self-directed learning readiness scale (SDLRS), a SDLRS for Nursing education, as well as Shinichi, et al who created a more generic 13 question instrument.<br />
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Purdue wished to develop an instrument that would be more focused on engineering. They also desired to bring in Kuhlthau (2004) Information Search Process (ISP). First year students who took their information skills assessment reported being good at task definition, citation, reflection/self-assessment. The weakest areas included exploration of alternative sources, ability to locate information effectively, and these correlate with Kuhlthau’s ISP.<br />
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Junior level data shows they are more humble than the first year students. Instructors created an authentic “memo” assignment where they found one weak area for the juniors was citing sources.<br />
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They are looking for partners, they have designed three instruments and will be further developing them. They are looking for partners, so feel free to contact them. See also other presentations by this team at ASEE.<br />
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Implications<br />
•<span class="Apple-tab-span" style="white-space: pre;"> </span>Future work, continue developing instrument (circumvent ‘novice effect’)<br />
•<span class="Apple-tab-span" style="white-space: pre;"> </span>Librarians should address beginning part of ISP<br />
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<b>Embedded Assessment of Library Learning Outcomes in a Freshman Engineering Course </b><br />
Larry Schmidt and Melissa Bowles-Terry from University of Wyoming described their experience with IL inclusion within their engineering first year courses. Students are required to perform research on an assigned topic such as autonomous robots then work on a related engineering challenge. Librarians have one-short session and they now have electronic classroom. Short in-class assignments, but they did not know what students were coming away with. They narrowed down to 3 learning outcomes: identifying appropriate research databases, using appropriate vocabulary/keyword choices, and differentiating source types. Started with pre-test (online form), developed worksheet and rubric to assess student keyword choices, and a post-test (online form) to assess databases choices and defining scholarly sources.<br />
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Using a constructivist learning approach, they start where the students are by teaching Google then move to Wonderwheel and Scholar, then to an engineering database. Showing search process from general to more specific, and how to modifying search terms.<br />
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On the pre-test, almost half of 192 responses had not ever used a database and half were familiar with Academic Search, but this is offered in the Wyoming schools/libraries. For learning outcome 1 (databases) librarians categorized into beginning, developing, exemplary based on the students’ reasons for choosing a specific database. For keywords, librarians created a small rubric, based on quantity of keywords (will be moving to quality in the future, this rubric will be revised). They found most of the students with beginning proficiency in keyword selection were non-native speakers. For learning outcome 3 (source differentiation) students were asked to identify characteristics of a scholarly article, they found the students did not do well. Self-reported confidence levels increased during the 1-hr session. Future idea: taking research paper samples and matching with student confidence levels. They would also like to give a presentation to the engineering faculty with these findings.<br />
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<b>The Research Studio: Integrating Information Literacy Into a First Year Engineering Science Course </b><br />
C. Michelle Baratta, Alan Chong and Jason A. Foster<br />
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At University of Toronto, two engineering design instructors worked with Baratta, a librarian to develop new active learning method of incorporating IL skills, which they call a “research studio.”<br />
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Students have three major design projects within this course. One project has a research assignment with real focus, to design pedestrian bridge to cross a ravine in Toronto. Students need to incorporate technical load/structural engineering concepts and go beyond and think about issues of usability and sustainability. This assignment involves site visits as well as secondary research. Instructors wanted to introduce students to reference handbooks, building codes so they brought in the librarian to assist.<br />
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LOGISTICS: Three hundred students visited the library over 3 days, one hundred at a time. They were required to visit up to six stations per team (minimum of 3 spending 30 minutes at each stop). Part of the goal is to foster mutual interdependence, not all teams visited the same stations. Instructors developed a 28 page handout. <br />
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STATION EXAMPLE: Evaluating Information<br />
Students were asked to view and evaluate websites about specific bridges. Reflections questions such as “would they use these web sites in their daily lives,” or “would they use this site for an academic research project.”<br />
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At the Search Strategies stop students constructed searches and learned about/constructed Boolean searches. For non-traditional sources, students wandered the library to find examples of non-traditional sources.<br />
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Instructors found students are now providing longer reference lists, more credible sources, but they feel that the students still do not strategize (but this is a program level issue). Question about how the students are using the references, but have not had opportunity to do this yet.<br />
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In the future they will be adding codes/standards, trying to slow students down, reducing structure/overload (like their 28-page handout), and they plan to “gamify” this activity. Students did not like the mutual interdependence, they wanted to know the information themselves. Progressive disclosure based on attainment of skill, moving from using a screwdriver to a Dremel tool.Unknownnoreply@blogger.comtag:blogger.com,1999:blog-3968244604008975371.post-40014194932126117002011-06-28T15:35:00.002-04:002011-06-28T15:41:15.419-04:00NSF Funding & New Data Initiatives: Library Repositories on the Leading Edge Panel<b>Research Data Management Services at the MIT Libraries</b><br />
Amy Stout <br />
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<i>“Science changes the tools and the tools change science.”<br />
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<i>“Our ability to create data has outpaced our ability to organize and store it.” </i><br />
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What can librarians do? Stout suggests we learn as much as possible about our departments and their data. We can respond to these changing environments, we can understand the fields we support, we know how to organize, make accessible, and preserve data. You can have an understanding of how to deal with the data, without really understanding the specific data.<br />
<br />
Since 2006, study group formed at MIT Libraries, in 2008 brought in a social sciences data librarian and geosciences/GIS expert. For Stout, this is 30% of her job. Services offered:<br />
<br />
<ul><li>Web site: <a href="http://libraries.mit.edu/guides/subjects/data-management/">Data Management and Publishing</a> </li>
<li>Education: Managing Research Data 101 (4-5 times per year), new presentation coming soon </li>
<li>Bioinformatics for Beginners (team taught with bioinformatics librarian) – using NCBI resources, especially BLAST </li>
<li>One-on-one consulting: format migration, DM plans, working on template which will be on their site soon</li>
<li>Radish: <a href="http://dspace.mit.edu/handle/1721.1/62236">dspace.mit.edu/handle/1721.1/62236</a> – data set collection example. Small pilot which libraries helped faculty member bring data from another institution. Raised questions such as how to handle non-MIT contributors. Still working on this issue! Also, brought up file type issues: multiple/zip file issues (need software to unpack on server and repack on server, not yet integrated with IR). Inconsistent metadata, much of it esoteric, what is needed? Working through this issue too. </li>
<li>Creating data profiles of individual researchers and data audits of entire departments. </li>
<li>Developing service model for assisting researchers in the lab. </li>
<li>Liaison librarian outreach: developing discipline-specific knowledgebase<br />
</li>
</ul>Stout suggests librarians “try new things, just call them pilot."<br />
<br />
<b>Active Data Curation in Libraries: Issues and Challenges </b>William H. Mischo & Mary C. Schlembach At University of Illinois Urbana-Champaign, Mischo and others are working to embed data curation within the scientific workflow of researchers. Solutions that library IT and others are campus will have a great impact on librarians and libraries, at UIUC librarians are focusing on connecting data to literature, determining their role within the knowledge creation process, and creating GrIPs (Group Information Profiles) on faculty centers. These profiles are online and linked to Scopus, Google news, as well as specific faculty publications and links to searches in their focused areas of research. They also integrate their custom metasearch box within these search profiles.<br />
<br />
What data should be curated? They suggest librarians check out federally funded projects such as DataNet, Data Conservancy, DataONE, and Purdue Data Curation Profiles. What levels of data and streams need to be saved? Raw, calibrated, image products which visualize data, derived data, all of this or only some. Also, instrumentation data and metadata must be saved. <br />
<br />
For NSF Data Management Plans (DMP) be sure to see varying requirements for engineering directorate, raw data not required to be archived for instance. Check out <a href="http://search.grainger.uiuc.edu/top/default.asp?c2">UIUC Grainger library website and template</a> for DMPs. They are strongly encouraging use of the institutional repository to deposit data. Recent grant was funded, the NSF Ethics CORE Digital Library so stay tuned for more information on this. Mischo and others are working on Responsible Conduct of Research requirement database and wizard to help researchers. <br />
<br />
<b>Developing a Data Program at Stanford University</b><br />
Bob Schwartzwalder pointed out there’s been a surge in interest in reusing data and there is a great economic value in doing this. Librarian’s jobs are changing as there is a packaged approach to information acquisition. At Stanford, there is a wonderful opportunity where librarians “can provide value and benefit not only to communities but society at large.” Leveraging current work with digital repository, partnerships with faculty, and building on existing expertise. Recently, librarians have expanded expertise in the geospatial area. <br />
<br />
Establishing integrated data service meets needs of their organization. Metadata issues are critical, especially with the potential of data reuse. Metadata standards are a “mixed playing field.” Some arenas have advanced metadata protocols, while others have none. Data is a “collection issue” and at Stanford revamping collection development policy to support storage and reuse of data. Context may be needed to translate and utilize these data. <br />
<br />
For NSF DMPs, librarians at Stanford right now are offering one-on-one consultations to learn needs. Changes in staffing are underway, for instance in 2010 created Associate Director position for STEM data, also a Data Librarian in 2011, and other future plans for staffing shifts are underway. <br />
<br />
SUL’s technical infrastructure has three layers. The Stanford Digital Repository as the base with users/librarians getting info in through the digital object registry (hydra), as well as get info out though the digital delivery system (SUL use Blacklight, searchworks).<br />
<br />
Schwartzwalder’s crystal ball: he sees more changes in staffing and focus, a need to build program to assess faculty practices, design technology, need to develop pilot projects and new polices, as well as a need to develop tool sets to “use” data. Tool sets are still an unexplored area with much potential. <br />
<br />
Conversations with scientific publishers are also needed, could be assumptions on whether (or not) data included are also peer reviewed. <br />
<br />
Q & A <br />
<i>Role for librarians who don’t have institutional repositories? </i><br />
Promoting the inclusion of data into public repositories. Offer distributed data services, education, not storing data. In the future more collaborative portals will be available for researchers to archive data.<br />
<sp><br />
See <a href="http://www.icpsr.umich.edu/icpsrweb/ICPSR/">ICPSR</a> for example for Social Science data, this data is more homogenous so it’s easier.<br />
<br />
Some confusion expressed over goals/commitment involved with <a href="http://www.arl.org/rtl/eresearch/escien/escieninstitute/index.shtml">ARL eScience Initiative</a> which kicks off in July with a webinar, some uncertainty of what level of commitment, time and outcomes for this program, but this requires a lot of staff commitment.<br />
</sp>Unknownnoreply@blogger.comtag:blogger.com,1999:blog-3968244604008975371.post-25670053310552589742011-06-28T15:07:00.000-04:002011-06-28T15:07:11.900-04:00Get Enlightened! A Few Notes from ELD Lightning Talks<span style="font-size: 10pt; line-height: 115%;">At University of Michigan, engineering librarians partner with health and business librarians to train students on research tools. This allows them to make contacts across campus and develop a joint libguide. Assessment data showed students learning resources they needed to complete multidisciplinary project work. </span><span class="Apple-style-span" style="font-size: x-small;"><span class="Apple-style-span" style="line-height: 15px;">See their online research guide at <a href="http://guides.lib.umich.edu/heb">http://guides.lib.umich.edu/heb</a></span></span><span class="Apple-style-span" style="font-size: x-small;"><span class="Apple-style-span" style="line-height: 15px;">.</span></span><br />
<span class="Apple-style-span" style="font-size: x-small;"><span class="Apple-style-span" style="line-height: 15px;"><br />
</span></span><br />
<div class="MsoNormal"></div><div class="MsoNormal"><span style="font-size: 10pt; line-height: 115%;">Caroline Smith at U Las Vegas, Engineering & Architecture Library worked with faculty collaborators to develop a laboratory for educational media exploration. A 3D immersive environment will be created in one of their former study rooms. Students will be able to do software simulations in this space. Positive response from students already about this space. The room will double as a group study space.<o:p></o:p></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-size: 10pt; line-height: 115%;">Tom Volkening from Michigan State University experienced a sudden renovation project, so surveyed ASEE ELD and 13 of 15 libraries who responded retained the print engineering index. Most libraries put these indexes into off-site storage. MSU are withdrawing 150 feet of print indexes due to redundancy with online subscription sources. <o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 10pt; line-height: 115%;"><br />
</span></div><div class="MsoNormal"><span style="font-size: 10pt; line-height: 115%;">Eugene Barsky from University of British Columbia shared his info about mining life cycle in this region and symposia. They digitized and provided them free online via the UBC institutional repository. Usage is higher than expected, 5,000 per year. Next step is to work on other conference materials, such as <i>Tailing and Mining Waste</i>. <o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 10pt; line-height: 115%;"><br />
</span></div><div class="MsoNormal"><span style="font-size: 10pt; line-height: 115%;">Jay Bhatt, Drexel, discussed his work with graduate students and teaching information skills. They found first year graduate students were not aware of the research databases within their field of study. Bhatt is working with 12 students, from under-represented populations to bridge them to Ph.D. They created series of six lectures ranging from literature review, current awareness, to citation management. Delivering in-person through active learning. Assessment includes 2-3 page paper with references using citation management tools. They gave presentations and librarians provided feedback (see Bhatt’s SLA 2011 Poster presentation). Check out the <a href="http://www.library.drexel.edu/blogs/engineeringlibraryinstruction/">Drexel online tutorials</a> as well.<br />
<br />
<o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 10pt; line-height: 115%;">Amy Van Epps, Purdue University created a workshop “best practices in ethical writing” geared towards graduate students within a teaching course. Van Epps used Wiggins & McTighe's <i>Understanding by Design</i> as basis with “end in mind." Students created concept map with all of the pieces they wanted to teach then asked them to label need to know, good to know, or get familiar with to aid them to prioritize educational content. She tied in “plagiarism” education within this course, and help “ensure understanding” by differentiating between paraphrased, quoted sources. <br />
<br />
<o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 10pt; line-height: 115%;">David Hubbard from Texas A&M University Libraries offers weekly office hours in the Chemistry building. He offers weekly topics often based on student/faculty questions, sometimes new features/updates, and sharing his own experiences with effective database use. This outreach endeavor serves also as educational opportunity for himself, since he needs to come up with 16 weekly topics. This information is added to the <a href="http://chemelibrarian.blogspot.com/">ChemE Librarian Blog</a> and Twitter as a supplement his outreach efforts, and are geared towards graduate students and faculty. <o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 10pt; line-height: 115%;"><br />
Karen Vagts from Tufts University discussed her collaboration between the library and career development center. Building relationships with career staff can benefit the students, and staff can cross-promote their services.<o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 10pt; line-height: 115%;"><br />
</span></div><div class="MsoNormal"><span style="font-size: 10pt; line-height: 115%;">Bob Schwartzwalder from Stanford discussed digitization of maps, as they are seeing a growing interest in maps and geospatial information. This project is at the “fusion of library’s and IT.” A rare map collection will be digitzed using their new map digitization faculty and a suite of services will be offered. 3D maps with fly-through, 2D maps with ability to compare, resize, and view various thematic views, also, geo-referencing maps in Google Earth.<o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 10pt; line-height: 115%;"><br />
</span></div><div class="MsoNormal"><span style="font-size: 10pt; line-height: 115%;">Karen Andrews at UC Davis, worked with a professor to create small modules using Camtasia to help students learn library resources, such as using Web of Science or Avoiding Plagiarism. <br />
<br />
Tracey Primich from Vanderbilt U enthusiastically shared her plan of attack when working with “the dreaded freshmen seminar” for the library-required session. She gave it a new twist by calling it "Visual Display of Quantitative Information" and uses Edward Tufte’s book. Each assignment required the use of library resources. Had fun teaching students to “lie with data.” Leveraged Tufte’s opinionated text to foster discussion with students. High student ratings ensued. Allowed Primich to build more interactions with School of Engineering.<br />
<br />
Daureen Nesdill, Data Curation Librarian at U of Utah shared her knowledge of ELN or Electronic Laboratory Notebooks, which have been used in industry but not adopted widely within higher education. “This is the lab bench of the future.” The people-side, ELN allows for provenance, validation (date, time stamps, e-signatures), and sharing data with colleagues. Researchers who oversees labs can use this data from the ELN to take a bigger picture look at the researcher happening in his/her lab. <br />
Librarians role? Well, we are already helping with data management plans, institutional repositories, and so on. We need to move back a stage to assist researchers at the grant and data generation phase.<br />
<br />
<o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 10pt; line-height: 115%;">Debbie Morrow at Grand Valley State University has an ABET visit coming up, so library came into the picture with ABET3, lifelong learning. The library had developed IL Core Competencies and worked with curriculum coordinator of engineering 220 course to embed information skills.<br />
<br />
<o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 10pt; line-height: 115%;">Najwa Hanel, from University of Southern California discussed her work with a large population of international students and collaborations with other departments on campus to ensure that these students succeed. <o:p></o:p></span></div><div class="MsoNormal"><br />
<span class="Apple-style-span" style="font-size: x-small;"><span class="Apple-style-span" style="line-height: 115%;"> Martin Wallace, University of Maine, offered a brief ACRL IL standards and STEM standards comparison. STEM 3 areas of emphasis:</span></span><br />
<span class="Apple-style-span" style="font-size: x-small;"><span class="Apple-style-span" style="line-height: 15px;">1.<span class="Apple-tab-span" style="white-space: pre;"> </span>Rapid pace of change within disciplines, need to maintain currency</span></span><br />
<span class="Apple-style-span" style="font-size: x-small;"><span class="Apple-style-span" style="line-height: 15px;">2.<span class="Apple-tab-span" style="white-space: pre;"> </span>STEM information pose challenges in identifying, evaluating, acquiring, and using information (varied formats, specialized software, etc)</span></span><br />
<span class="Apple-style-span" style="font-size: x-small;"><span class="Apple-style-span" style="line-height: 15px;">3.<span class="Apple-tab-span" style="white-space: pre;"> </span>Competencies extend beyond IL to software, simulations, etc. </span></span><br />
<div style="font-size: 10pt; line-height: 115%;"><br />
</div></div><div class="MsoNormal"><span style="font-size: 10pt; line-height: 115%;">Why is this important? Mapping with ABET and helps us focus on these more specialized standards for assessment. <o:p></o:p></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span class="Apple-style-span" style="font-size: x-small;"><span class="Apple-style-span" style="line-height: 115%;">Julia Gelfand from UC Irvine discussed her numerous outreach venues and librarians' transitions to new roles. They support engineering societies on campus, connect with student groups and associations, engage students during National Engineering Week. They are now working with Engineers without Borders on campus. She leads journal reading groups for alumni. The “payoff not only in dollars but commitment.” Ask what you can do to extend your own library services.</span></span><span class="Apple-style-span" style="font-size: x-small;"><span class="Apple-style-span" style="line-height: 14px;"><br />
</span></span></div>Unknownnoreply@blogger.comtag:blogger.com,1999:blog-3968244604008975371.post-81903425323733160222011-06-28T14:45:00.000-04:002011-06-28T14:45:02.588-04:00Photo GalleryThe photos I took throughout the day yesterday are posted here: <a href="http://www.flickr.com/photos/ieee_client_services/sets/">http://www.flickr.com/photos/ieee_client_services/sets/</a> If there is a photo you don't like, just email me the number and it will be removed. Conversely, if you want a high-res copy, let me know the same. <br />
<br />
Kris Fitzpatrick<br />
k.fitzpatrick@ieee.orgKris Fitzpatrickhttp://www.blogger.com/profile/08328558532810038429noreply@blogger.comtag:blogger.com,1999:blog-3968244604008975371.post-27881144349263526792011-06-27T21:27:00.000-04:002011-06-27T21:27:24.958-04:00Engineering Education Innovation ASEE 2011 Main PlenaryTo sum up, make it active, incorporate collaborative learning, problem-based learning, formative assessment and reflection, possibly even "look ahead homework" instead of just readings and guess what? Students learn more!<br />
<br />
<b>Resources to check out:</b><br />
<br />
• Jamieson & Lohmann (2009) – <a href="http://www.asee.org/about-us/the-organization/advisory-committees/CCSSIE/CCSSIEE_Phase1Report_June2009.pdf">Creating a Culture for Scholarly & Systematic Innovation</a> (see part 1 report) and their Innovation<i> Cycle of Education Practice and Research</i> , final report will be presented Wed. 10:30am<br />
• <a href="http://cleerhub.org/">CLEERhub</a> Collaboratory for Engineering Education Research<br />
<br />
<b>Active/Collaborative Learning</b><br />
Michael Prince – Bucknell <br />
Active Learning Continuum – instructor vs. student centered<br />
Student centered learning includes structured team activities, problem-based learning.<br />
<br />
Does is work? Research using “pause” procedure to enhance lecture recall found that with the pause students could recall 108 correct facts vs. 80 without the pause. Less can be more. Another study shows that active learning is twice as effective as lecturing. See Hake 1988 article in American Journal of Physics which shows students learn twice as much when instructors used active learning techniques. Often variation in student questioning can help students learn. For instance, instead of picking one students to respond, ask all to reflect for 60 seconds. When working with teams, Prince gave us a scenario to reflect upon the problems with a team-based assignment. Collaborative learning (CL) using structure to improve teamwork. Regular self-assessment, positive interdependence with individual accountability. Give students complex activities where they need each other to complete the learning activities. Springer, et al (1999) Effects of Small Group Learning paper showed CL works. <br />
<br />
Khairiyah Mohd Yusof from Universiti Teknologi Malaysia described Problem-Based Learning (PBL) Model is an inductive model of teaching and learning. Three critical elements of PBL include: instructors as designer/coach/facilitator, realistic problem, student as problem solver (Tan, 2003). Students show effective learning outcomes with PBL in the areas of knowledge retention, skills, positive attitude, among other metacognitive skills.<br />
<br />
See Woods 1994 students cope with change and instructors need to explain and rationalize, as students go through a grieving process since PBL is so different that traditional learning. Suggests instructors move from informal collaborative learning to macro-level PBL. <br />
<br />
<b>First Year Engineering Design</b><br />
Jacquelyn Sullivan discussed student-focused engineering design education. First year design began to infuse in early 1990s to provide students exposure to the real world of engineering. Helped students make leaps from science & math to engineering. Project-oriented education requires synthesis from many disciplines. <br />
Early design experiences share confidence and allows them to experience mastery experiences (see Stevens, Hutchinson-Green). Learning happens between people, see research of Stevens. Suggests we reimagine engineering as socio-technical work. <br />
<br />
Robin Adams and colleagues research focuses on entwinement, which is what design education is all about. Deborah Kilgore and others found female college students to be more ready for engineering design. <br />
<br />
Self efficacy & the fuzzy stuff: Hutchinson-Green and colleagues found conference in ones abilities to perform tasks and achieve success in the engineering environment. Research links positive self-efficacy and persistence, achievement and interest. Highlights need for students to experience and confirm mastery within first year. At University of Colorado, Boulder they found when looking at six year graduate rates, women are 25% more likely to persist if they have first year design experience. <br />
<br />
<b>Engineering the Future</b><br />
Arnold Pears, Uppsala University, <a href="http://www.it.uu.se/research/group/cetuss">CeTUSS</a> (national center for pedagogical development in technology education in a societal and student oriented context)<br />
<br />
Interdisciplinary projects <br />
<br />
<ul><li>“authentic problems cross disciplines” - Sherra Kerns, Olin College</li>
<li>Integrative project work achievable model for many institutions.</li>
</ul><br />
Challenges:<br />
• Bannerot 2010: establishment of these types of courses hard to establish<br />
<br />
Successful Interdisciplinary Project: <br />
- Integrates knowledge/skills from team<br />
- Builds additional competence in project management, virtual teamwork, cultural and interdisciplinary teamwork<br />
- Allows students to complete project lifecycle from conception delivery<br />
- Opportunity to learn professional skills with close mentorship in secure setting, at least twice during their education<br />
<br />
<b>Assessment of Conceptual Understanding</b><br />
David L. Darmofal, MIT AEROASTRO<br />
Conceptual Understanding– see Perkins 2006 for definition but basically “understanding principles governing domain.”<br />
<br />
Ozdemir & Clark, 2007 – see for Organization of conceptual knowledge<br />
<br />
Forms of Assessment Used: <br />
- Concept Inventories: to assess understanding within physics, etc. <br />
- Oral interviews and exams: useful in identifying misconceptions, but can be time consuming, but improves likelihood of accurate assessment, about ½ of MITs ugrad use oral assessment within at this point<br />
- Concept Questions & Peer Instruction: focus on single concept, multiple choice, more than one plausible answer (using electronic poll system to get responses)<br />
- Student Preparation: Look-ahead homework – used to give only reading, now they also give homeworks that are due before discussion of concept within class <br />
<br />
<b>Teaching/Learning System</b><br />
Anne Dollár, Miami University <br />
Hattie, John. 2009 <i>Visible Learning</i> shows formative assessment has high impact on student learning. <br />
- feedback to students: on progress, non-threatening<br />
- feedback to instructors: on both individual and class performances<br />
- opportunity to close gap between current and desired performance<br />
<br />
Open Learning Initiative: Example within Engineering Statics<br />
Learning by doing, electronic system with electronic feedback, scaffolding and hints, if students don’t ask for hints, they may be moved further along while others get more opportunity for practice. <br />
<br />
Inverted classroom, where first contact with materials students are studying electronically prior to class and come prepared to be engaged in more intense activities. Instructors monitor to determine where students are struggling, so this learning dashboard allows instructors to focus on target areas that need elaboration and reinforcement.Unknownnoreply@blogger.comtag:blogger.com,1999:blog-3968244604008975371.post-66561020584863398422011-06-27T21:11:00.000-04:002011-06-27T21:11:03.945-04:00Evolving Engineering Libraries: Services, Spaces and Collections<div class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><i><span style="font-size: 10.0pt; line-height: 115%;">Connecting with Data: First Steps toward an Emerging Area of Library Service</span></i></b><i><span style="font-size: 10.0pt; line-height: 115%;"> </span></i></div><div class="MsoNormal"><span class="Apple-style-span" style="font-size: x-small;"><span class="Apple-style-span" style="line-height: 115%;"> Megan R. Sapp Nelson discussed the need for librarians to learn and work with faculty and graduate students to develop data management skills. She indicated there is a need for distance learning for professional librarians in this area. At Purdue librarians are working with faculty to determine needs, practicing with their own large data sets starting this fall, and working towards development of data management education for graduate students. See the paper for useful references and a guide to get up to speed in this area. Check out Purdue’s </span></span><a href="http://www4.lib.purdue.edu/dcp/" style="font-size: 10pt; line-height: 115%;">Data Curation Profiles</a><span class="Apple-style-span" style="font-size: x-small;"><span class="Apple-style-span" style="line-height: 115%;">.</span></span><br />
<br />
<span class="Apple-style-span" style="font-size: x-small;"><span class="Apple-style-span" style="line-height: 115%;"> Start conversations with faculty about their graduate student’s data management practices, as well helping faculty with data management plans, especially helping them to keep within the two page limit. <o:p></o:p></span></span></div><div class="MsoNormal"><span style="font-size: 10.0pt; line-height: 115%;"><br />
</span></div><div class="MsoNormal"><span style="font-size: 10.0pt; line-height: 115%;">See also <a href="http://www.press.jhu.edu/journals/portal_libraries_and_the_academy/portal_pre_print/current/articles/11.2Fosmire.pdf">portal April 2011</a> for article on <i style="mso-bidi-font-style: normal;">Determining Data Information Literacy Needs</i> by <span style="mso-spacerun: yes;"> </span>Carlson, Sapp Nelson, Fosmire & Miller.<br />
<br />
<b style="mso-bidi-font-weight: normal;"><i>Dark, Dim and Daring </i></b>– Anne C. Glorioso<br />
Wendt Library staff at University of Wisconsin faced a challenge last year to reconfigure and relocate over 1 miles of their print collection. There was no existing withdrawal policy so they had a develop one. Last summer the collections management team used weeding criteria and considered factors such as electronic duplication (see PowerPoint or paper for criteria). During the process they developed an electronic journal back file wish list. Since they did not have a storage facility available they used various criteria to determine what would be kept. Library student employees were given instruction on updating Voyager records as the resources were relocated. Librarians verified the catalog records. Five hundred boxes per week were removed or 1.38 miles from their 4<sup>th</sup> floor. Changes in organizational structure at the Wendt Library may be of interest, as the School of Engineering merged support units. The reconfigured space will be for a Teaching & Learning Center opening this fall. Check with Wendt Library staff about the dark, dim, and daring details of this project. <b style="mso-bidi-font-weight: normal;"><br />
<br />
<i>A Library Instead of a Lab: Forging a Space Partnership in a New Building</i></b><i> <o:p></o:p></i></span></div><div class="MsoNormal"><span style="font-size: 10.0pt; line-height: 115%;">Jeff McAdams described how University of Texas San Antonio recently added two new buildings to their campus, due to growing demand in the Bio-Sciences and Engineering (2006) and Applied Engineering and Technology (2010). Partnerships with librarians paved the way for the library to incorporate a “library lab,” now the branch AET Library. The new space has collaborative study spaces, printing, and ten computers. There are no print materials in this particular space but McAdams reassures us they still have print materials in their main library. The group study rooms with large display monitors and whiteboard walls prove to be popular as well as small areas with lounge seating. Staffed by science and engineering students, librarians serve as backups and are available for research consultation. At the service desk, students can ask questions, book/check out study rooms, check out eReaders (they have six, various kinds, but not too many checkouts so far), troubleshooting, tutoring, and consultations. Staff record their interactions and use survey monkey to do this, with a shortcut on their desktop. Eighty chairs in the facility with ~400 users a day. Smaller number of reference questions, more technical questions. This area is new and sounds like the potential of this new space is still being realized by engineering students and faculty. <br />
<br />
Why call this a library? Librarians are there to foster use of the virtual engineering library. <o:p></o:p></span></div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><i><span style="font-size: 10.0pt; line-height: 115%;"><br />
</span></i></b></div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><i><span style="font-size: 10.0pt; line-height: 115%;">Informing Collection Development through Citation Examination of the Civil Engineering Research Literature </span></i></b><b style="mso-bidi-font-weight: normal;"><span style="font-size: 10.0pt; line-height: 115%;"><span style="mso-spacerun: yes;"> </span></span></b><span style="font-size: 10.0pt; line-height: 115%;">Scott A. Curtis, now at University of Missouri, Kansas City, performed a study to determine if there are differences in citation patterns among varying disciplines. With a focus on civil engineering, he wanted to know if a high proportion of grey literature was being cited by researchers. He was also interested in web resource adoption by civil engineers. Research draws upon previous results (Musser, 1997, 2007; Kirkwood, 2009; Eckel, 2009). He used Journal Citation Reports to find the top CE journals by impact factor and number of citations. Using a May 2008 time period one finding is that the average of almost citations per article increased since a prior study, with 28 citations per article (range 3 to 62). Citations were coded and can be found within the University of Missouri, Kansas City’s data repository. Analysis of citations by format show variations, for instance he found hazardous materials researchers using more citations to journal articles, so even within sub-disciplines there are citation variations. Aging of cited materials analysis show engineers continue to use literature with a “long tail” or over time showed more citations to papers. Read the paper for details.<br />
<br />
Defining grey literature: Curtis included tech reports, standards, theses/dissertations, patents, software/manuals, product literature, and unpublished materials. <o:p></o:p></span></div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><i><span style="font-size: 10.0pt; line-height: 115%;"><br />
</span></i></b></div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><i><span style="font-size: 10.0pt; line-height: 115%;">Gaining Intellectual Control over Technical Reports and Grey Literature Collections </span></i></b><span style="font-size: 10.0pt; line-height: 115%;"><br />
Adriana Popescu at Princeton University suggests engineering librarians learn from archivists and special collections professionals to bring special technical materials we own to light. At Princeton they have processed materials and published finding aids to enable “access” to these materials. Describing with contextualization to made this information findable and useful to researchers worldwide.<br />
<br />
Working with archivists, she developed a processing plan and hired a student help to make their reports and technical drawings accessible. Popescu learned Encoded Archival Description (EAD) standard and used Archivists Toolkit (AT). They also added MARC records into their library catalog. Popescu and her student processed 30 collections and the cost was $6000 for student help and her own time. Since posting these finding aids online, they show increased use of these collections, including interlibrary loan requests. <o:p></o:p></span></div><div class="MsoNormal"><span style="font-size: 10.0pt; line-height: 115%;"><br />
</span></div><div class="MsoNormal"><span style="font-size: 10.0pt; line-height: 115%;">Popescu reminded all to check out <a href="http://digicoll.manoa.hawaii.edu/techreports/index.php?c=1">TRAIL</a> Technical Report & Image Archive.<o:p></o:p></span></div><div class="MsoNormal"><br />
</div>Unknownnoreply@blogger.comtag:blogger.com,1999:blog-3968244604008975371.post-88503697727021542332011-06-27T01:08:00.000-04:002011-06-27T01:08:17.206-04:00Made it to Vancouver: Information for Engineering Librarians<div><span class="Apple-style-span" style="font-family: Verdana, Arial, Helvetica, sans-serif;"><span class="Apple-style-span" style="-webkit-border-horizontal-spacing: 3px; -webkit-border-vertical-spacing: 3px; font-size: 15px;">Check the ELD website for useful information: </span></span></div><ul style="-webkit-border-horizontal-spacing: 3px; -webkit-border-vertical-spacing: 3px; font-family: Verdana, Arial, Helvetica, sans-serif; font-size: 15px; list-style-type: disc;"><li style="font-family: Verdana, Arial, Helvetica, sans-serif; font-size: 15px; font-weight: normal;"><a href="http://depts.washington.edu/englib/eld/conf/conf2011.php" style="font-size: 15px; text-decoration: none;">2011 ELD Conference Program</a></li>
<li style="font-family: Verdana, Arial, Helvetica, sans-serif; font-size: 15px; font-weight: normal;"><a href="http://depts.washington.edu/englib/eld/conf/2011/2011_ELD_Program_Brochure.pdf" style="font-size: 15px; text-decoration: none;">2011 Program brochure (PDF) </a></li>
<li style="font-family: Verdana, Arial, Helvetica, sans-serif; font-size: 15px; font-weight: normal;"><a href="http://depts.washington.edu/englib/eld/m_program.html" style="font-size: 15px; text-decoration: none;">Mobile version of program</a></li>
<li style="font-family: Verdana, Arial, Helvetica, sans-serif; font-size: 15px; font-weight: normal;"><a href="http://depts.washington.edu/englib/eld/moderators_presenters.php" style="font-size: 15px; text-decoration: none;">Information for conference presenters and moderators</a></li>
</ul><div><span class="Apple-style-span" style="font-family: Verdana, Arial, Helvetica, sans-serif;"><span class="Apple-style-span" style="-webkit-border-horizontal-spacing: 3px; -webkit-border-vertical-spacing: 3px; font-size: 15px;">Also, conference proceedings will be online at the <a href="http://www.asee.org/search/proceedings">ASEE Conference Proceedings</a> search. 2011 papers do not seem to be up yet.</span></span></div><div><span class="Apple-style-span" style="font-family: Verdana, Arial, Helvetica, sans-serif;"><span class="Apple-style-span" style="-webkit-border-horizontal-spacing: 3px; -webkit-border-vertical-spacing: 3px; font-size: 15px;"><br />
</span></span></div><div><span class="Apple-style-span" style="font-family: Verdana, Arial, Helvetica, sans-serif;"><span class="Apple-style-span" style="-webkit-border-horizontal-spacing: 3px; -webkit-border-vertical-spacing: 3px; font-size: 15px;">For the full program, see the <a href="http://www.asee.org/public/conferences/annual/1/registration/sessions">ASEE 2011 Conference Overview site</a>.</span></span></div><div><span class="Apple-style-span" style="font-family: Verdana, Arial, Helvetica, sans-serif;"><span class="Apple-style-span" style="-webkit-border-horizontal-spacing: 3px; -webkit-border-vertical-spacing: 3px; font-size: 15px;"><br />
</span></span></div><div><span class="Apple-style-span" style="font-family: Verdana, Arial, Helvetica, sans-serif;"><span class="Apple-style-span" style="-webkit-border-horizontal-spacing: 3px; -webkit-border-vertical-spacing: 3px; font-size: 15px;"><br />
</span></span></div>Unknownnoreply@blogger.comtag:blogger.com,1999:blog-3968244604008975371.post-59685547506866723672010-10-20T09:30:00.003-04:002010-10-20T09:41:52.802-04:00Passports, Please: Are You Ready for Vancouver?If you're planning on attending next year's ASEE conference in Vancouver (and I hope you are), now is a good time to make sure that your passport is in good order. Since June 1, 2009, everyone traveling between the U.S. and Canada by land, sea or air is required to present a valid passport, NEXUS card or enhanced driver's license (MI, NY, VT and WA only) at the border. Here are a few resources that may be helpful in planning your trip to Canada:<br /><ol><li><a href="http://travel.state.gov/passport/passport_1738.html">U.S. Passport Information </a></li><li><a href="http://vancouver.usconsulate.gov/content/index.asp">U.S. Consulate Vancouver </a></li><li><a href="http://www.cbsa-asfc.gc.ca/publications/pub/rc4161-eng.html">Canada Border Services Agency: Tips for Visitors to Canada </a></li><li><a href="http://www.tourismvancouver.com/visitors/vancouver/travel_tips/customs">Vancouver Tourism Office Travel Tips</a> </li><li><a href="http://www.dhs.gov/files/crossingborders/travelers.shtm">Crossing U.S. Borders</a> </li></ol>Michael Whitehttp://www.blogger.com/profile/08133157417935883019noreply@blogger.comtag:blogger.com,1999:blog-3968244604008975371.post-27531939653525192272010-09-08T22:06:00.006-04:002010-09-08T22:16:44.126-04:00Call for Papers, ASEE 2011, June 26-26, Vancouver, BC<span style="font-size:100%;"><span style="font-family:trebuchet ms;"></span><span style="font-family:trebuchet ms;"></span></span><span style="font-size:100%;"><span style="font-family:trebuchet ms;">The summer of 2010 is winding down. It's hard to think about next summer when the leaves are just starting to change, the days are growing shorter and students are streaming back to campus for the start of another academic year. But planning is already underway for the 118th ASEE Annual Conference & Exposition, which will be held in Vancouver, British Columbia, Canada, June 26-29, 2011. </span></span> <span style="font-size:100%;"><br /><br /><span style="font-family:trebuchet ms;">The Engineering Libraries Division invites papers for technical and poster sessions and abstracts for panel discussions. Below is a list of proposed session topics for the 2011 program. Most of these ideas were suggested by you, the membership of ELD, during this year's conference in Louisville and in our post-conference survey. Please note that this list is not exclusive. If you have an idea that doesn't seem to fit in any of the categories below, please feel free to suggest it by contacting me at </span></span> <span style="font-size:100%;"><a style="font-family: trebuchet ms;" class="moz-txt-link-abbreviated" href="mailto:michael.white@queensu.ca">michael.white@queensu.ca</a><span style="font-family:trebuchet ms;">. </span><br /><br /><span style="font-family:trebuchet ms;">1. Sunday Workshop Ideas </span></span> <span style="font-size:100%;"><br /></span><ul><li><span style="font-size:100%;"><span style="font-family:trebuchet ms;"> Introduction to data curation and management </span></span></li><li><span style="font-size:100%;"><span style="font-family:trebuchet ms;"> Preparing for the ABET accreditation process </span></span></li><li><span style="font-size:100%;"><span style="font-family:trebuchet ms;"> Teaching standards </span></span></li><li><span style="font-size:100%;"><span style="font-family:trebuchet ms;"> Engineering librarianship 101: introduction to sources </span></span></li></ul><span style="font-size:100%;"><span style="font-family:trebuchet ms;">2. E-Science and Data Curation </span></span> <span style="font-size:100%;"><br /></span><ul><li><span style="font-size:100%;"><span style="font-family:trebuchet ms;"> E-science in the engineering context </span></span></li><li><span style="font-size:100%;"><span style="font-family:trebuchet ms;"> Role of engineering librarians in facilitating e-science and data curation </span></span></li><li><span style="font-size:100%;"><span style="font-family:trebuchet ms;"> Educating faculty about the importance of archiving and managing scientific data </span></span></li><li><span style="font-size:100%;"><span style="font-family:trebuchet ms;"> Library data management services for small-scale research projects </span></span></li><li><span style="font-size:100%;"><span style="font-family:trebuchet ms;"> Emerging standards for archiving and disseminating research data </span></span></li></ul><span style="font-size:100%;"><span style="font-family:trebuchet ms;">3. You Can't Do That On Facebook! Ethical Issues and Plagiarism </span></span> <span style="font-size:100%;"><br /></span><ul><li><span style="font-size:100%;"><span style="font-family:trebuchet ms;"> Ethical challenges created by new technologies, e.g. social networks, smart phones, etc. </span></span></li><li><span style="font-size:100%;"><span style="font-family:trebuchet ms;"> Working with faculty to develop effective ethics and plagiarism policies </span></span></li><li><span style="font-size:100%;"><span style="font-family:trebuchet ms;"> Educating undergraduate and graduate students about ethics and plagiarism </span></span></li><li><span style="font-size:100%;"><span style="font-family:trebuchet ms;"> Library responses to specific problems, e.g. Ryerson University Facebook case </span></span></li></ul><span style="font-size:100%;"><span style="font-family:trebuchet ms;">4. Out With the Old, In With the New: Reinventing the Academic Engineering Library </span></span> <span style="font-size:100%;"><br /></span><ul><li><span style="font-size:100%;"><span style="font-family:trebuchet ms;"> Stellar success stories and frightening failures </span></span></li><li><span style="font-size:100%;"><span style="font-family:trebuchet ms;"> The incredible shrinking library: space planning, space sharing </span></span></li><li><span style="font-size:100%;"><span style="font-family:trebuchet ms;"> Developing the library's virtual presence using Web 2.0, Second Life, social networks, etc. </span></span></li><li><span style="font-size:100%;"><span style="font-family:trebuchet ms;"> New tools and techniques, e.g. mobile technologies, etc. </span></span></li><li><span style="font-size:100%;"><span style="font-family:trebuchet ms;"> Library services for the 21st century engineering student and faculty </span></span></li></ul><span style="font-size:100%;"><span style="font-family:trebuchet ms;">5. International Perspectives on Engineering Librarianship </span></span> <span style="font-size:100%;"><br /></span><ul><li><span style="font-size:100%;"><span style="font-family:trebuchet ms;"> Canadian Engineering Landscape </span></span></li><li><span style="font-size:100%;"><span style="font-family:trebuchet ms;"> Librarian perspectives on the new Canadian Engineering Education Association (CEEA) </span></span></li><li><span style="font-size:100%;"><span style="font-family:trebuchet ms;"> Role of librarians in the CEAB Accreditation Process (Canadian Engineering Accreditation Board) </span></span></li><li><span style="font-size:100%;"><span style="font-family:trebuchet ms;"> Library services for foreign students studying at Canadian and American universities </span></span></li><li><span style="font-size:100%;"><span style="font-family:trebuchet ms;"> International library partnerships and programs </span></span></li><li><span style="font-size:100%;"><span style="font-family:trebuchet ms;"> Engineering libraries worldwide </span></span></li></ul><span style="font-size:100%;"><span style="font-family:trebuchet ms;">6. Collection Development and Access </span></span> <span style="font-size:100%;"><br /></span><ul><li><span style="font-size:100%;"><span style="font-family:trebuchet ms;"> Developments in e-book content, platforms and tools </span></span></li><li><span style="font-size:100%;"><span style="font-family:trebuchet ms;"> Library support for e-book readers, e.g. Kindle, etc. </span></span></li><li><span style="font-size:100%;"><span style="font-family:trebuchet ms;"> Patron-driven acquisition models </span></span></li><li><span style="font-size:100%;"><span style="font-family:trebuchet ms;"> Collaborative collection development, e.g. university consortia, multi-campus coordination, etc. </span></span></li><li><span style="font-size:100%;"><span style="font-family:trebuchet ms;"> Supporting new programs and niche disciplines in difficult economic times </span></span></li><li><span style="font-size:100%;"><span style="font-family:trebuchet ms;"> Promoting access to electronic materials, e.g. online research guides, pathfinders, etc. </span></span></li></ul><span style="font-size:100%;"><span style="font-family:trebuchet ms;">7. Scholarly Communication Issues </span></span> <span style="font-size:100%;"><br /></span><ul><li><span style="font-size:100%;"><span style="font-family:trebuchet ms;"> Social networks for professional engineers </span></span></li><li><span style="font-size:100%;"><span style="font-family:trebuchet ms;"> Library support for faculty research profile systems, e.g. VIVO, etc. </span></span></li><li><span style="font-size:100%;"><span style="font-family:trebuchet ms;"> New tools for promoting scholarly communication, e.g. publisher websites, open access tools </span></span></li><li><span style="font-size:100%;"><span style="font-family:trebuchet ms;"> Educating faculty and grad students about predatory open access publishers </span></span></li><li><span style="font-size:100%;"><span style="font-family:trebuchet ms;"> Promoting open access to engineering faculty and researchers </span></span></li></ul><span style="font-size:100%;"><span style="font-family:trebuchet ms;">8. Information Literacy, Professional Skills, and Life-long Learning </span></span> <span style="font-size:100%;"><br /></span><ul><li><span style="font-size:100%;"><span style="font-family:trebuchet ms;"> Assessment of course-integrated library instruction </span></span></li><li><span style="font-size:100%;"><span style="font-family:trebuchet ms;"> Librarian-faculty partnerships </span></span></li><li><span style="font-size:100%;"><span style="font-family:trebuchet ms;"> Programs for graduate students </span></span></li><li><span style="font-size:100%;"><span style="font-family:trebuchet ms;"> New tools and techniques for delivering tutorials, e.g. course management software, video tutorials, etc. </span></span></li></ul><span style="font-size:100%;"><span style="font-family:trebuchet ms;">9. Digital Collections </span></span> <span style="font-size:100%;"><br /></span><ul><li><span style="font-size:100%;"><span style="font-family:trebuchet ms;"> Ongoing developments in institutional repositories (IR) </span></span></li><li><span style="font-size:100%;"><span style="font-family:trebuchet ms;"> Library support for electronic theses and dissertations </span></span></li><li><span style="font-size:100%;"><span style="font-family:trebuchet ms;"> Free or fee? Striking a balance between access and financial sustainability </span></span></li><li><span style="font-size:100%;"><span style="font-family:trebuchet ms;"> Obtaining funding for digital projects </span></span></li><li><span style="font-size:100%;"><span style="font-family:trebuchet ms;"> Local technical report collections </span></span></li><li><span style="font-size:100%;"><span style="font-family:trebuchet ms;"> Rembrandts in your attic: identifying and preserving rare engineering materials </span></span></li></ul><span style="font-size:100%;"><span style="font-family:trebuchet ms;">10. Developments in Engineering Librarianship </span></span> <span style="font-size:100%;"><br /></span><ul><li><span style="font-size:100%;"><span style="font-family:trebuchet ms;"> Embedded librarians: old wine in new bottles? </span></span></li><li><span style="font-size:100%;"><span style="font-family:trebuchet ms;"> Successful librarian-faculty collaborations </span></span></li><li><span style="font-size:100%;"><span style="font-family:trebuchet ms;"> Innovative library outreach programs </span></span></li><li><span style="font-size:100%;"><span style="font-family:trebuchet ms;"> Mentoring the next generation of engineering librarians </span></span></li></ul><span style="font-size:100%;"><span style="font-family:trebuchet ms;">11. ABET/CEAB Accreditation </span></span> <span style="font-size:100%;"><br /></span><ul><li><span style="font-size:100%;"><span style="font-family:trebuchet ms;"> The role of librarians in the accreditation process </span></span></li><li><span style="font-size:100%;"><span style="font-family:trebuchet ms;"> Preparing for an accreditation visit </span></span></li><li><span style="font-size:100%;"><span style="font-family:trebuchet ms;"> Educating faculty about the role of the library in accreditation </span></span></li></ul><span style="font-size:100%;"><span style="font-family:trebuchet ms;">12. Intellectual Property Rights (IPR) Issues </span></span> <span style="font-size:100%;"><br /></span><ul><li><span style="font-size:100%;"><span style="font-family:trebuchet ms;"> IPR training for engineering students and faculty </span></span></li><li><span style="font-size:100%;"><span style="font-family:trebuchet ms;"> Copyright training for librarians </span></span></li><li><span style="font-size:100%;"><span style="font-family:trebuchet ms;"> Developments in open access </span></span></li><li><span style="font-size:100%;"><span style="font-family:trebuchet ms;"> Patent search tools and techniques </span></span></li><li><span style="font-size:100%;"><span style="font-family:trebuchet ms;"> Open source software </span></span></li></ul><span style="font-size:100%;"><span style="font-family:trebuchet ms;">You may submit abstracts for papers, posters and panel discussions beginning today, Wednesday, September 8, 2010. The last date for abstract submissions is Friday, October 8, 2010. Please remember that all posters and presentations require a paper in accordance with ASEE's "publish to present" policy. Papers will be peer-reviewed for acceptance into the conference proceedings. Exceptions to the paper requirement include guest speakers and members of panel discussions. I will be contacting potential reviewers in the next few days. </span></span> <span style="font-size:100%;"><br /><br /><span style="font-family:trebuchet ms;">Again, here are the important fall deadlines to remember: </span></span> <span style="font-size:100%;"><br /><br /><span style="font-family:trebuchet ms;">Sept. 8 - Abstract submission opens </span></span> <span style="font-size:100%;"><br /><span style="font-family:trebuchet ms;">Sept. 8</span></span><span style="font-size:100%;"><span style="font-family:trebuchet ms;"> -</span></span><span style="font-size:100%;"><span style="font-family:trebuchet ms;"> Abstract review process begins </span><br /><span style="font-family:trebuchet ms;">Oct. 8 </span></span><span style="font-size:100%;"><span style="font-family:trebuchet ms;"> - </span></span><span style="font-size:100%;"><span style="font-family:trebuchet ms;">Abstract submission closes </span><br /><span style="font-family:trebuchet ms;">Nov. 12</span></span><span style="font-size:100%;"><span style="font-family:trebuchet ms;"> -</span></span><span style="font-size:100%;"><span style="font-family:trebuchet ms;"> Abstract review process ends </span><br /><span style="font-family:trebuchet ms;">Dec. 3</span></span><span style="font-size:100%;"><span style="font-family:trebuchet ms;"> -</span></span><span style="font-size:100%;"><span style="font-family:trebuchet ms;"> Abstracts Accepted/Rejected </span><br /><br /><span style="font-family:trebuchet ms;">If you're interested in submitting an abstract, please review the information in the Author's Kit located at </span></span> <span style="font-size:100%;"><a style="font-family: trebuchet ms;" class="moz-txt-link-freetext" href="http://www.asee.org/conferences-and-events/conferences/annual-conference/2011/program-schedule/AuthorKit.pdf">http://www.asee.org/conferences-and-events/conferences/annual-conference/2011/program-schedule/AuthorKit.pdf</a><span style="font-family:trebuchet ms;">. I also encourage you to take advantage of our Mentoring Committee's Paper Review Service. </span><br /><br /><span style="font-family:trebuchet ms;">Please note that ASEE has replaced the SmoothPaper paper management system with a new system designed by in-house staff. I will be learning the new system with you and will do my best to make the submission and review processes as straightforward as possible. To get started, please go to </span></span> <span style="font-size:100%;"><a style="font-family: trebuchet ms;" class="moz-txt-link-freetext" href="http://www.asee.org/">http://www.asee.org</a><span style="font-family:trebuchet ms;"> and click the "log in" link in the upper right hand corner to log into the paper management system or to set up your account. </span><br /><br /><span style="font-family:trebuchet ms;">The ELD Program Planning Committee looks forward to working with all ELD members over the next ten months to create a strong program for ASEE 2011 in Vancouver. The Program Planning Committee is: </span></span> <span style="font-size:100%;"><br /><br /><span style="font-family:trebuchet ms;">Craig Beard, Publications Chair </span></span> <span style="font-size:100%;"><br /><span style="font-family:trebuchet ms;">Amy Buhler, Director (1st year) </span><br /><span style="font-family:trebuchet ms;">Aleteia Greenwood, Member of the Awards and Nominating Committees </span><br /><span style="font-family:trebuchet ms;">Bob Heyer-Gray, Chair </span><br /><span style="font-family:trebuchet ms;">Doug McGee, Treasurer/Secretary </span><br /><span style="font-family:trebuchet ms;">Adriana Popescu, Director (2nd year) </span><br /><span style="font-family:trebuchet ms;">Megan Sapp Nelson, Scholarly Communications Chair </span><br /><span style="font-family:trebuchet ms;">Larry Thompson, Development Chair </span><br /><span style="font-family:trebuchet ms;">Michael White, Program Chair/Chair Elect </span><br /><br /><span style="font-family:trebuchet ms;">If you have any questions or ideas, please contact me at </span></span> <span style="font-size:100%;"><a style="font-family: trebuchet ms;" class="moz-txt-link-abbreviated" href="mailto:michael.white@queensu.ca">michael.white@queensu.ca</a><span style="font-family:trebuchet ms;">. (E-mail is best as I am on parental leave until early November.) </span><br /><br /><span style="font-family:trebuchet ms;">Thank you, </span></span> <span style="font-size:100%;"><br /><br /><span style="font-family:trebuchet ms;">Michael White </span></span> <span style="font-size:100%;"><br /><span style="font-family:trebuchet ms;">ELD Program Chair, 2010-2011 </span></span>Michael Whitehttp://www.blogger.com/profile/08133157417935883019noreply@blogger.comtag:blogger.com,1999:blog-3968244604008975371.post-19897096037225552122010-06-24T20:37:00.001-04:002010-06-24T20:38:58.242-04:00ASEE 2011 - Vancouver, BC, Canada<b>Save the date: June 26 - 29, 2011 </b><br />
Start thinking of papers, topics, or workshops for next year. <a href="http://library.queensu.ca/research/librarian/michael-white">Michael White</a> will be sending out a survey soon for your input on future ASEE Engineering Library Division conference topics.<br />
<br />
<a href="http://www.blogger.com/goog_1961756306">Join the American Society for Engineering Education in Vancouver, BC, Canada </a><br />
<a href="http://www.asee.org/conferences/annual/2011/index.cfm">for the 118th Annual Conference & Exposition!</a>Unknownnoreply@blogger.comtag:blogger.com,1999:blog-3968244604008975371.post-85681889054123567272010-06-24T20:27:00.002-04:002010-06-24T20:31:16.404-04:00Faculty/Librarian Liaison Relationships (your librarian is your friend, or the double-L value-add)<div class="MsoNormal">James Bradley Clarke, Miami University of Ohio – A Case of Vague Identities <br />
At this point, I feel like I should be writing a mystery story. Clarke supports 1000 engineering students. The MU library provides 100% of first year engineering students with information literacy training. Academic librarians can have a vague identity on campus. He feels students and faculty may be confused by our roles on campus so he’s working to clarify the role and elucidate the vague identities. Some time way back in 1971, ACRL stated that academic librarians and professors are equal, should be paid the same, treated the same. So Clarke feels the role of liaison librarian is to have an aggressive outreach approach. Offering course guides, attending events, providing workshops, offering many communication venues for users. To get past the routine things librarians do Clarke writes articles about ABET and how the librarians can support the accreditation process. He also attends senior capstone events and informally comments about the projects and how they can be improved, which faculty welcome. The liaison relationship extends beyond the library. His outreach extends to attending campus ballgames and bringing his colleagues along. </div><div class="MsoNormal"><br />
Megan Sapp Nelson, Purdue University - Question to Find Gaps and Concerns<br />
Three librarians support thousands of engineering students. One of her goals is to extend the boundaries of the physical library with “outreach reference” locations along with other initiatives to get librarians more embedded on campus. She started with traditional meetings with faculty but quickly moved beyond to embed herself into Purdue’s teaching environment through involvement with engineering projects and community service. As a teaching faculty, she grades students work. Involvement in this way has helped develop rapport with other faculty and students. Nelson helped develop new curriculum for this program including early conceptual design for EPICs. Right now one of her value-added services is creation of a structured process for students when they come to her “with the best idea ever for an engineering project that no one in the world has ever thought of before.” Sound familiar? The research process she’s developing will guide students through literature searches for their design ideas. Nelson feels successful faculty relationships can be developed by asking them what problems they face. This approach can bring forward opportunities for librarians or integration of information skills into the curriculum. This led to teaching ethics to students and for another detailed example, see her ASEE 2010 paper on tying creativity with IL. </div><div class="MsoNormal"><br />
Karen Vagts, Tufts University - Infiltration with a marketing mindset<br />
Vagts supports around a thousand School of Engineering students and faculty. Tufts program has many interdisciplinary aspects, with some faculty straddling management and engineering. Affiliated with Tisch Library and she also supports math and business. Tufts librarians are not tenure track. Faculty are not always aware of what librarians do. With a business background, she views her outreach efforts as a marketing issue and decided to penetrate the market by segmentation of her audience. Due to interdisciplinary nature of the programs she target sub-groups based on interest areas (water, etc.) vs. by department. She has some success asking faculty to visit class for 10 minute to market the library and the assistance she can provide. There is no required information literacy instruction for engineering students at Tufts at this time. Focused areas for IL instruction are first year and capstone courses where research intensive courses are offered. She targets campus efforts for improving educational research and tries to become involve with development of new programs. Centers and research institutes including career development are other areas she has outreached to. Her communications range from emails, newsletters, and pushing resources out to target groups but “serendipitous meetings with faculty lead to great things.” Develop of individual relationships are most important in addition to successfully navigating the range of attitudes of faculty members. <br />
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Najwa Hanel, USC Libraries - Get out there and meet & greet<br />
Hanel supports such a large number of students, faculty and research centers/institutes can be challenging but rewarding. She suggests going to faculty “to offer something, not ask for something.” They target department heads, all new faculty, and collaborate with other librarians to support across disciplines. One incentive for new faculty is a $500 for collection development (not serials). Hanel described in detail her methods of encountering faculty outside of the library. Participation on curriculum committees and new faculty orientation are essential activities for liaison librarians. Partnerships with faculty to support student learning is our reason for being there. <br />
<br style="mso-special-character: line-break;" /></div><div class="MsoNormal">Discussion</div><div class="MsoNormal">What do we do when requests for instruction surpass our ability to support them? At Purdue there’s a move towards embedded librarians where instruction is delivered over multiple course sessions esp. in business school. Cross training with other librarians to help support instruction across disciplines. Develop supplemental workshops. Use online tutorials. Tap into local library school students. Hire graduate students from the discipline to teach orientations and do RefWorks sessions. At Queens they are discussing writing memorandum of understanding with departments to formalize the liaison program. At WPI, we have begun shifting staff roles in order to support our 50% increase in instruction sessions over the past 5 years. </div><div class="MsoNormal">Outreach to parents & students: some librarians are involved with summer orientation activities and have come up with creative ways to outreach to parents and students. <br />
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At MIT the librarians create a “new faculty toolkit” that helps library liaisons approach new faculty, talke with Angie Locknar for further details. <br />
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How do we reach senior faculty? Some mention through assistant in dealing with data sets and management of information. Another idea is to work with development and/or grants offices. </div>Unknownnoreply@blogger.comtag:blogger.com,1999:blog-3968244604008975371.post-77346305384407148012010-06-24T20:26:00.000-04:002010-06-24T20:26:01.878-04:00Distinguished Lecture: Problem Solving in Engineering Education<div class="MsoNormal"><b style="mso-bidi-font-weight: normal;">David Jonassen, Missouri University<br />
</b>Problem solving ability is more important then ability to write an exam in a blue book. If you want student to learn take the numbers away. What kind of problems do engineering students learn to solve? Story problems taught by worked examples where they learn to mimic process not meaning. Students are not learning what the equations mean and they need to understand the problems qualitatively. Jonassen’s feels there are issues with conceptual understanding due to over reliance of instructors on quantitative processes. <br />
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To help students he suggests instructors represent problems as structure maps, asking students to relate concepts together. Understanding nature of the problem is often superfluous for students who are focused on the answer and the grade. Ask them to step back and look at problems conceptually. Use analogies. Help them understand causal relationships using animations, simulations, causal diagrams, asking causal questions. Get them to transfer concepts to solve everyday problems. Simulations alone are not enough for learning so build in reflective and causal modeling. Causal diagrams or chains can illustrate problems for students. Follow up with causal reasoning questions such as prediction and argumentation. <br />
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They use ASK systems, TeachNET: A Resource for Engineering Teachers, real world examples and case studies. <span style="mso-spacerun: yes;"> </span>Structure a dialog with reflection in action. <br />
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Now for an example. Within a radiation protection technical curriculum instructor’s created a series of questions about the daily work, common tasks and knowledge required of a technician. Responses are provided with videos of professionals. A standard learning outcome for any course is to get students to ask meaningful questions. <br />
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Another strategy is to get students to build models or model problems with concept maps. Students can be charged with building expert systems where a demonstrated need to articulate questions and rules is needed. Serious conceptual brain work for students and but can be time consuming! Systems modeling is also difficult but meaningful for students.<br />
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Argumentation another method to try, one example he used is code enforcement for learning engineering ethics. Instructor’s presented different perspectives and theoretical approaches and gave students a task to review and develop meaningful argumentation. This is a remedial strategy for correcting misconceptions on well-structured problems (see his recent paper on this topic for more detail). <span style="mso-spacerun: yes;"> </span>Help students create counterargument and rebuttal.<br />
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Questioning students for metacognition forces students to reflect and regulate their own understanding. Have you solved similar problems, what strategies, or steps are needed to solve, and so on. Ask students to classify problems/questions. Text editing problems can be useful and provide impactful learning. Add extra or remove information from a question or specific problem then ask students if there’s sufficient information to respond. He suggests giving students practice first at “text editing” problems. These are very challenging for students. <br />
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Problem posing seems like a fun way to reinforce learning. Show picture and ask students to develop problem around it (for instance, soccer player on field in play and what physics concepts are also at play). </div><div class="MsoNormal"><i style="mso-bidi-font-style: normal;">Problems engineering face don’t have right answers. </i>Types of problems include design, dilemmas, troubleshooting, planning, and most come down to decision making. Most real problems are ill-structured. Use problem-based learning, real work problems from engineers and case studies. Stories allow case based reasoning and are meaningful, allow for transferability. For assessment consider having students construct story or scenario. Stories, Jonassen stresses are a key component of student learning. The difference between novices and experts are that experts have a story bank to withdraw from and make decisions based upon. This conference, Jonassen tells<span style="mso-spacerun: yes;"> </span>us, is all stories. Every presenter is telling a story about how s/he are personally working to improve engineering education.<span style="mso-spacerun: yes;"> </span><br />
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Librarians out there, take heed. In reflecting upon this distinguished lecture I concluded that our realm is really all about the “ill-constructed problem.” We help people come up with creative ideas, keywords, phrases, search strategies to solve them. How have people dealt with the problem in the past? What can we learn from them? In helping our users find these stories of the past, new ones are being written. Stories that actually make people think. </div>Unknownnoreply@blogger.comtag:blogger.com,1999:blog-3968244604008975371.post-90460787079146867702010-06-24T20:25:00.000-04:002010-06-24T20:25:03.851-04:00LibGuides, Open Access Publications in 3 Engineering Disciplines, Digitization Project Management, Citation Analysis for IL Assessment<div class="MsoNormal"><b style="mso-bidi-font-weight: normal;">Using LibGuides as a Web 2.0 Content Management System and a Collaboration Tool for Engineering Librarians - Richard Bernier<br />
</b>Bernier gave an overview of Rose Hulman library’s use of LibGuides. Many libraries use the LibGuides content management system (CMS) which provides a simple web platform for library research guides. Informational boxes and tabs can be shared and quickly updated across the guides and it’s easy to borrow information from other libraries (if permission is granted). <span style="mso-spacerun: yes;"> </span>Bernier found that with the embedded chat 30% of their reference questions come in this way. <span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span></div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;">Managing a Digitization Project: Issues for State Agency Publications with Folded Maps - Karen Andrews and Carol LaRussa <br />
</b>One fine day a grant funding opportunity was presented that was too good to be true. Even though time constraints where part of the package, this was an opportunity to provide a goldmine of unique digitized content for researchers worldwide. Karen Andrews stepped forward and shared her digitization wish list. <br />
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University of California Davis librarians worked with Internet Archive to digitize old sets of state publications. These government documents are in the public domain, are still in demand and have broad interest. The Internet Archive provided grant funding so they were able to partner to digitize more than 1000 volumes: <br />
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1. California Division of Mines and Geology Series – dating back to 19<sup>th</sup> century includes guidebooks, information on mines and geologic history <br />
2. CA Division of Water Resources - 780 volumes published from 1922-2004 <br />
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The water resources series had large foldout maps and this was a first attempt at this type of project. The maps varied in size, creased, or even cracks in some cases and pose an obvious digitization challenge.<br />
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<i style="mso-bidi-font-style: normal;">Challenges</i></div><div class="MsoListParagraphCxSpFirst" style="margin-left: 37.65pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span>description issues: volumes with different titles, series title changes over time, agency name changes</div><div class="MsoListParagraphCxSpMiddle" style="margin-left: 37.65pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span>sub-series and some errors in existing library catalog records</div><div class="MsoListParagraphCxSpMiddle" style="margin-left: 37.65pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span>tight deadline</div><div class="MsoListParagraphCxSpMiddle" style="margin-left: 37.65pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span>involved staff in 4 units with conflicted project demands</div><div class="MsoListParagraphCxSpMiddle" style="margin-left: 37.65pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span>staff utilization: involved a few key staff to do the bulk of the work</div><div class="MsoListParagraphCxSpMiddle" style="margin-left: 37.65pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span>missing volumes (obtained from UC Berkley to provide as complete a set as possible)</div><div class="MsoListParagraphCxSpMiddle" style="margin-left: 37.65pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span>OCLC catalog records were sometimes hard to find, sometimes they had a draft, office copy of some of these government documents, so they wanted to include all versions/revisions as they may be of future use to researchers</div><div class="MsoListParagraphCxSpLast" style="margin-left: 37.65pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Preservation staff were brought in to evaluate book condition</div><div class="MsoNormal">Metadata Issues</div><div class="MsoListParagraphCxSpFirst" style="margin-left: 37.65pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Project Inventory: spreadsheet for each item, stages of processing and notes; ended up keeping two spreadsheets; evening Access Services staff member worked on this project <span style="mso-spacerun: yes;"> </span></div><div class="MsoListParagraphCxSpMiddle" style="margin-left: 37.65pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Internet Archive staff did the production. If binding was too tight they could unbind, with the large maps they did overview and overlapping quadrants. </div><div class="MsoListParagraphCxSpMiddle" style="margin-left: 37.65pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span>IA metadata fields not set up to accommodate monographic serials and they made accommodations but this could still be an issue with future projects</div><div class="MsoListParagraphCxSpMiddle" style="margin-left: 37.65pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Wonderfetch – hoping this tool will allow update of needed metadata </div><div class="MsoListParagraphCxSpLast" style="margin-left: 37.65pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span>UC Davis staff helped with quality control for IA. Staff developed a procedure for QA, a few problems with digitization were identified (pages had to be replaced in some cases, some maps had quality issues but UC Davis will retain original documents). </div><div class="MsoNormal">One thousand volumes were digitized and they tracked 600 uses within days of being posted in the Internet Archive. “There’s gold in them hills!” Check this collection out at archive.org. <span style="mso-spacerun: yes;"> </span><br />
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Lesson to all: generate a digitization wish list. You never know when an opportunity may pop up for mass digitization. </div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;">Open Access Availability of Publications of Faculty in Three Engineering Disciplines - Virginia (Ginny) Baldwin</b><br />
Looked at Mechanical, Civil and Environmental, Chemical and Biomolecular Engineering selected recent faculty publications. University of Nebraska uses Bepress (branded as <i style="mso-bidi-font-style: normal;">Digital Commons</i>). She looked at journal article availability and recorded locations (on their own web site, institutional repository (IR), pubmedcentral, and so on). Baldwin did all searching from outside of the UNL IP range, and defined open access as “complete full text of an article or manuscript in some state in the publication cycle that can be downloaded from the internet.”<br />
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She compared with other academic institutions and found the University of Nebraska Chemical Engineering department has the greatest deposition by far. Why? This department hired graduate students to put their publications in the IR. She encourages we suggest this approach to our own campus departments. <br />
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Baldwin discussed with faculty why deposits into IRs are so low overall, some issues with equations, graphs, and so on and generating a pre-pub that could be posted. Timing, publisher restrictions, and other issues are at play. When analyzing by journal title, she searched Sherpa/Romeo to determine archiving policies.<span style="mso-spacerun: yes;"> </span></div><div class="MsoNormal">Roles of Librarians</div><div class="MsoListParagraphCxSpFirst" style="margin-left: 37.65pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Promote Google Scholar and ROAR</div><div class="MsoListParagraphCxSpMiddle" style="margin-left: 37.65pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Advise faculty on copyright & publisher archiving policies</div><div class="MsoListParagraphCxSpMiddle" style="margin-left: 37.65pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Provide alternate and assistance with publisher negotiation for retaining rights</div><div class="MsoListParagraphCxSpMiddle" style="margin-left: 37.65pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Encourage deposition into institutional repositories</div><div class="MsoListParagraphCxSpMiddle" style="margin-left: 37.65pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Warn about publisher restrictions and suggest open access journals</div><div class="MsoListParagraphCxSpLast" style="margin-left: 37.65pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Folllow up with similar research projects in other disciplines</div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;">Citation Analysis of Engineering Design Reports for Information Literacy Assessment - Dana Denick, Jay Bhatt, and Bradley Layton<br />
</b>Drexel librarians assessed first year design projects for information literacy outcomes. Course sequence: ENGR 101-103 includes projects on reverse engineering (they use a $2 camera which they take apart then put back together & use CAD), green house design, and nanoenlightenment (simulating a nanorobot). In ENG103 student teams design anything but need to start with research. Nine hundred students take course. Students need to find books, articles, technical handbooks, patents, and how to cite information. Self-guided tutorials seem to be included in the research education. <br />
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Citation Analysis <br />
Student deliverables include a team project report. Bhatt and Denick reviewed a sample of the bibliographies and used a categorization scheme to analyze types of resources and the context of their use.<span style="mso-spacerun: yes;"> </span>Sample included 135 students or around 15 papers or so and they analyzed 234 citations. <br />
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Findings: 38% websites, 28% journals, 14% technical papers, 12% books, 4% conference papers. Students had some problems citing technical handbooks and websites and have a preference for citing websites.<br />
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Librarians aligned results of the citation analysis and data from a student self-assessment with performance indicators (based on ACRL IL standards). Mapping with outcomes helped them determine whether they are meeting initial IL goals. Only 78% of students could create an appropriate search so they found another area for instruction reform. This past spring they solicited a sample of draft papers before the students due date. Librarians then provided feedback which students could incorporate into their final reports. Data on whether or more labor intensive approach worked is forthcoming. Drexel librarians will continue with an outgoing multiple assessment strategy but this citation analysis is one facet they found useful. </div>Unknownnoreply@blogger.comtag:blogger.com,1999:blog-3968244604008975371.post-74791352536772730852010-06-24T20:23:00.000-04:002010-06-24T20:23:30.782-04:00Challenges, Vision, and the Role of Academic Libraries in Building Institutional Repositories<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><b><span style="font-family: "Verdana,Bold","sans-serif"; font-size: 7.5pt; mso-bidi-font-family: "Verdana\,Bold";">Moderator: </span></b><span style="font-family: "Verdana","sans-serif"; font-size: 7.5pt; mso-bidi-font-family: Verdana;">Scott Warren, Syracuse University Library<o:p></o:p></span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><b><span style="font-family: "Verdana,Bold","sans-serif"; font-size: 7.5pt; mso-bidi-font-family: "Verdana\,Bold";">Panelists: <o:p></o:p></span></b></div><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span style="font-family: "Verdana","sans-serif"; font-size: 7.5pt; mso-bidi-font-family: Verdana;">Jay Bhatt, Drexel University;<o:p></o:p></span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span style="font-family: "Verdana","sans-serif"; font-size: 7.5pt; mso-bidi-font-family: Verdana;">Mel DeSart, University of Washington;<o:p></o:p></span></div><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span style="font-family: "Verdana","sans-serif"; font-size: 7.5pt; mso-bidi-font-family: Verdana;">Maliaca Oxnam, University of Arizona;<o:p></o:p></span></div><div class="MsoNormal"><span style="font-family: "Verdana","sans-serif"; font-size: 7.5pt; line-height: 115%; mso-bidi-font-family: Verdana;">Peter Zuber, Brigham Young University<br />
<br />
Goals of Institutional Repositories (IRs) include providing scholars with method of global access and preservation of research. </span></div><div class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Time investment for staff, only one (BYU) mentioned they have dedicated state for their IR</div><div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Utilize student staffing is possible</div><div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Initial discussions with faculty extremely important </div><div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Focus on specific campus collections:</div><div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;"><span style="font-family: "Courier New"; mso-fareast-font-family: "Courier New";"><span style="mso-list: Ignore;">o<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Drexel: student posters</div><div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;"><span style="font-family: "Courier New"; mso-fareast-font-family: "Courier New";"><span style="mso-list: Ignore;">o<span style="font: 7.0pt "Times New Roman";"> </span></span></span>ASU: Tree ring research </div><div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;"><span style="font-family: "Courier New"; mso-fareast-font-family: "Courier New";"><span style="mso-list: Ignore;">o<span style="font: 7.0pt "Times New Roman";"> </span></span></span>BYU: Herbarium, Historical clothing, student work (portals for each collection)</div><div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Policy decisions for consideration: </div><div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;"><span style="font-family: "Courier New"; mso-fareast-font-family: "Courier New";"><span style="mso-list: Ignore;">o<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Types of materials collected (student work or not?)</div><div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;"><span style="font-family: "Courier New"; mso-fareast-font-family: "Courier New";"><span style="mso-list: Ignore;">o<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Unmediated depositions or not? ASU mentioned faculty want to be empowered to add their own collections, but the librarians set up the structure for them; most support and recommend unmediated user submission</div><div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;"><span style="font-family: "Courier New"; mso-fareast-font-family: "Courier New";"><span style="mso-list: Ignore;">o<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Length of time items will be collected</div><div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;"><span style="font-family: "Courier New"; mso-fareast-font-family: "Courier New";"><span style="mso-list: Ignore;">o<span style="font: 7.0pt "Times New Roman";"> </span></span></span>When faculty deposit then leave an institution </div><div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;"><span style="font-family: "Courier New"; mso-fareast-font-family: "Courier New";"><span style="mso-list: Ignore;">o<span style="font: 7.0pt "Times New Roman";"> </span></span></span>“closed” collections – for institutional only or embargoes for specialized research </div><div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Infrastructure & support varies. Some librarians partner with IT to build/support </div><div class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Develop campus partnerships: copyright office, departments (note also that Ginny Baldwin found at her institution ChemEng department hired students to add their scholarly output)</div>Unknownnoreply@blogger.comtag:blogger.com,1999:blog-3968244604008975371.post-10956270192272917342010-06-22T23:32:00.001-04:002010-06-22T23:34:18.321-04:00Space Planning and Changing Library Landscapes & a bit about the 4 ELD posters too<div><strong>Student users get their say: Library space redesign with students in mind - Mary Strife, West Virginia University</strong></div><strong></strong><br />
<div></div>Surveys, focus groups and interviews of students were used to help redesign the library space. Dr. Cindy Beacham helped with Mary with the design process. Also they were able to enlist faculty to help. One faculty brought her entire class for a focus group. <br />
<br />
During focus groups they used color coded index cards as well with focus group questions such as “what would you suggest to improve” and then gave cards back to students and asked them to work together to categorize the cards. Then the facilitators used the categories as the focus for discussions. Dr. Beacham recommended also bringing some “jumpstart” questions in case they are needed. Another question they used to solicit information and discussion from students was: “what characteristics would you like to see in a facility that would become the heart of the campus?” To capture student input they recorded and video recorded the students in order to create a report on their findings. <br />
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<div>Students asked for many things. They were actually able to add: study rooms, color, individual spaces, more comfortable seating, more desktop and laptop computers, wireless connection extended outside of the building, and so forth. Students wanted design/display space to share their work with the entire campus. They shrank down their journal and reference shelving, improved furnishings, and now that have one service desk. </div><br />
<div></div><strong>Stanford Engineering Library —Envisioning an Evolving Facility - Sarah Lester, Stanford University</strong><br />
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In 2005, Stanford School of Engineering started fundraising for new student-focused, technologically-advanced showcase center. In addition, they will be focusing on innovation through cross-disciplinary collaboration. In parallel, the University Librarian began a visioning process for the library. The vision for the future library included: digital focus, less space with more staff, innovation and more technology. The library is moving into the Huang Engineering Center which in addition the library will include a café, lab spaces for students, and breakout rooms with flexible furnishings. They'll be moving into this new space later this summer.<br />
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<div>Within the library, they have designated zones, quiet area & stacks, group study & brainstorming islands, and front entrance zone with offices and circulation. The library is moving from 16,000 sq ft to 6000 and they will maintain a collection of 20,000 print books and supplemented with 40K+ ebooks. They have no bound print serials and only have 100 print browsing. The overall plan includes: ejournals, ebooks, and moving fully to electronic theses and dissertations. Many of their print serials were sent to off-site storage which has 24 hr paging service. The Stanford Physics Library is closing, so librarian supporting Physics will move into this new engineering library space.</div><br />
<div>A few cool things: RFID tags for all books, self-checkout system, librarians no longer have offices, they will be in cubicles in the open area of the library, all furniture movable, they are lowering stacks to optimize lighting. They retained a special collection of the history of science and technology. </div><br />
New Library technology: digital bulletin board, ereader checkouts (Kindle/Sony are very popular with students and they may buy and add content to them, but deleted upon return), touch screen info kiosk, iPhone for reference questions, iPad for content experimentation. <br />
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They are rolling out a new service & outreach model, being more embedded and going where the students are. Offering more classes and workshops. All librarians have laptops so ability to go “mobile” and to the users. They are now helping faculty and students on management of unique collections and digital content and data management. See <a href="http://englib.stanford.edu/engineering-library/newlibrary">their web site</a> for more details. <br />
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<div></div><strong>Spaces, Relocation and Subject Synergies When a Subject Libraries Change - Jill Powell, Cornell University</strong><br />
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<div>The library that is the fastest growing on campus is the Annex Library. At Cornell, libraries are in transition due to financial issues, library budget reductions, and serials inflation among other factors. The strategic plan focused on collections and selectors. <br />
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The Physical Sciences librarian was cutting journals that got more than 300 uses per year, so was fine with consolidation with another campus library. They could then have funds to provide journals faculty/students need. Arts, Architecture and Visual library was identified as important to maintain as a browse-able collection. Management, Entomology, Engineering, Ornithology, Hotel, Physical Sciences, and Industrial & Labor Relations libraries are merging with others. <br />
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The vision for the engineering library was to keep services in place, but to move books and journals and staff. Moves will not happen until next summer, although the Physical Sciences Library has already relocated staff and collections. The Engineering Library has 500 reserve books and 350,000 gate count per year. More ways of generating revenue or saving money are in place. They sold their duplicates to a sister university in China for instance. Also, Cornell implemented Amazon print on demand. A new revenue model for ArXiv was devised to help support this global site.<br />
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In the engineering library, the librarians remain for the most part, but there will be some layoffs. Also, the study hall and computer lab will remain open and they are moving many books to Annex. For collections, like Stanford, there’s a shift to online content. They implemented MyiLibrary for purchase-on-demand which seems fairly seamless for users to view an ebook they are interested in. <br />
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Should libraries that are consolidating remove and/or also consolidate their web sites? At Cornell they haven’t removed the libraries from their web site it seems. <br />
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For journals that come with online equivalents, they will display for 6 months and then discard them. Make, Oil & Gas Journal are a few that Cornell has figured out how to “script” into these for their users online (some are one user at a time). <br />
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The good news is that cost-savings due to library consolidation will allow librarians (and users) to buy research materials needed as budgets shift and transitions take place. With the relocation of books there are many possibilities for creating new spaces for group study and collaboration areas. <br />
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It was recognized at the highest level that the librarians provide a lot of value and more instruction opportunities have out of this process. </div><div></div>ELD Poster Sessions:<br />
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<strong>Seeking and Finding the Aerospace Literature from 1996-2010: And, the Winner Is . . . Google - Larry </strong><strong>Thompson</strong><br />
Thompson looked at STAR items (mostly tech reports and memoranda) and found google to be the most useful in sleuthing out the full text. <br />
<strong>The Engineering Index: The Past and the Present - Nestor Osorio</strong>A timeline was presented, the history of this index.<br />
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<strong>AVS: Science and Technology Virtual Museum – Susan Burkett, Cameron Patterson, and Nicholas A. Kraft </strong>A student project involving development of a web site for a museum. <br />
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<strong>An Analysis of ASEE-ELD Conference Proceedings: 2000-2009 - David Hubbard</strong><br />
<strong>New Knovel Interface - Sasha Gurke</strong><br />
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<div></div>Unknownnoreply@blogger.comtag:blogger.com,1999:blog-3968244604008975371.post-5108526662723014912010-06-22T23:16:00.000-04:002010-06-22T23:16:41.828-04:00Panel on ASME Vision 2030 Task Force Future of Engineering EducationRobert Warrington, Michigan Tech. & ASME Center for Education <br />
Future of mechanical engineering and building on Grand Challenges and Opportunities – 21st Century Needs. 3 Phases, they are in phase 1 now. Goal: Develop case for change <br />
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Survey and personal interviews with mechanical engineering department heads and industry professional at a management level to match between education and industry in the United States. <br />
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Jim Plummer at Stanford wants kids who have “wider world view.” We need to attract them to the engineering profession. Students are creative and inventive but not innovative, which takes leadership. – Dan Mote at U of Maryland<br />
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<em>A few resources</em> (& there are many more from NEA, etc to build upon)<br />
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• Millennium-project.org grand challenges. <br />
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• Sustainable future institute<br />
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• Engineering workforce has failed in certain areas<br />
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<em>Case for Change </em><br />
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• Increase expertise & communication, leadership skills<br />
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• New knowledge blurring disciplinary boundaries<br />
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<em>Survey/Interview Findings so Far</em><br />
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At entry-level identified areas of weakness. Work is needed in communication, practical experience (how devices are made/work) for instance. Product creation 34% in industry feel skills are weak in this area. They can compare industry and department head responses which seem to vary widely. <br />
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Post BMSE coursework, is it needed? The majority of industry and department heads feel this type of post bachelor of science education is needed. When looking at years of formal education, ASCE looked at years of formal education for various professional degrees. Is an another 30+ semester hours needed? Only 20% of mechanical engineers feel this is necessary. 45% of academic ME departments heads feel this additional coursework is needed. <br />
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Making Room in the Curriculum for Leadership, entrepreneurship, active & discovery based learning. <br />
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Seering study at MIT looked at 30 year old graduates and found half the material they learned used, half forgotten. High frequency use showed up for higher order thinking skills such as independent thinking, communication, teamwork, personal skills and attributes, professional skills and practice. Beyond the university, where are the 30 years learning what they need to know: grad school, on-the-job, and self-directed learning. MIT is developing a more flexible curriculum that has more professional skills embedded into their curriculum to produce leaders of the future. <br />
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Faculty availability (time) was high on this list of barriers to change. Options being formulated include the possibility of a 5 year professional degree beyond the BS. The task force is still working on developing recommendations but integration professional skills throughout the curriculum and grand challenges in the design spine seem obvious from the results thus far.Unknownnoreply@blogger.comtag:blogger.com,1999:blog-3968244604008975371.post-49338607193390297862010-06-22T23:13:00.000-04:002010-06-22T23:13:21.358-04:00Outreach and Beyond: New Roles/Relationships for Librarians<strong>Summer Engineering Experience for Girls (SEE): An Evolving Hands-On Role for the Engineering Librarian - Donna Beck, G. Berard, Bo Baker, and Nancy George</strong><br />
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Lesley Farmer, a librarian, wrote Teen Girls and Technology: What’s the Problem and Where’s the Solution, a book highly recommended by Donna Beck. All parents, teachers, librarians have a role in changing the stereotypes that are created about engineers and scientists. Gender Inclusive Engineering Education is another recently published book that is recommended. <br />
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Beck shared her experiences and involvement with <a href="http://www.ices.cmu.edu/see/">SEE (Summer Engineering Experience)</a> a 2-week program provided for ~22 middle school girls at Carnegie Mellon University each year. A research component is provided by CMU librarians. Topics cover a broad range of energy research. Librarians used AccessScience and their energy quiz. Compared a library research databases to FBI fingerprint database and steps to library research, but their teaching with the young woman has evolved over the past few years. The following year they worked more on defining a lesson plan and hands-on activities. Third year librarians were included in planning activities for SEE and librarians were participating in 3 sessions and helped to mentor the students. They provided citation help (<a href="http://bibme.com/">bibme</a>/<a href="http://www.calvin.edu/library/knightcite/">knightcite</a>), creating their PowerPoint slides, and it was an enhanced experience for all. <br />
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Tips:<br />
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• Purchase women and engineering books<br />
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• Express willingness to contribute to outreach programs<br />
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• Be compatible with program and its evolution<br />
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• Help inspire middle schools to consider engineering as a career choice<br />
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<strong>Academic Librarians' Roles in Attracting & Recruiting Students to Their University - Nevenka Zdravkovska, Jim Miller, and Bob Kackley</strong><br />
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Jim Miller, from University of Maryland Libraries described how librarians work with K-12 students and the potential for librarian involvement in university recruitment efforts. Over the past year ~22 sessions were offered to area high school and home schooled students, so they have a lot of interaction with HS students. He found there is not much research on libraries playing role on recruitment. UM recruitment efforts include:<br />
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• Maryland day<br />
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• Special collections state-wide history day<br />
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• Performing Arts Library assists home schooled students and music lessons<br />
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• Academic Achievement (TRIO) involvement – UM Librarians assist provisionally accepted minorities<br />
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• Various summer activities with special groups<br />
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The Engineering and Physical Sciences Library partners with many of UM outreach programs such as ESTEEM, Project Lead the Way, among others. They instruct PLTW Inventor’s campers on patent searching. Student teams find hovercraft patents (good example for getting students to use classification searches). See ASEE First Bell for daily examples on how universities are doing K-12 outreach. <br />
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<strong>Creating an Outreach Event with e-Resource Providers - Pauline Melgoza</strong><br />
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Science/Engineering Library held an event in fall 2009. They held an outreach fair in their engineering building lobby. Over 500 researchers and students attended. <br />
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Melgoza suggested we partner with database vendors to market the event, train and also provide financial support. Texas A&M requested items from vendors posters, training guides, giveaways for students and raffle prizes to draw people in and ask vendors to come and staff a table. Some vendors sponsored competition or drawing (Knovel Challenge & IEEE regional student paper contest are two examples). Some vendors will help fund food or provide financial support. Melgoza selected top use database vendors as well as some that have low use but should have higher use. This fall they are considering doing web-conferencing. With curtains around the IEEE section, Melgoza felt this created a mystique that enticed students to check the area out (they could also smell food). <br />
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<em>Planning Tips</em><br />
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• contact vendors a couple months in advance<br />
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• talk with peers for ideas<br />
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• consider location, location, location (captive audience in engineering building but took more coordination)<br />
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• check university policies and keep administration in the loop (some university’s cannot do vendors fairs due to conflict of interest)<br />
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• If you get materials from vendor, but no vendor, train library assistants to staff tables<br />
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• prizes are a big draw for students, also food; incorporate survey with raffle entry<br />
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• if you cannot plan a larger event, one librarian mentioned success with inviting one vendor and setting up demo’s in different locations on campus<br />
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• Count attendees & take photos to share<br />
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• Tie in with faculty: one librarian mentioned that a faculty member asked students to attend with specific questionsUnknownnoreply@blogger.comtag:blogger.com,1999:blog-3968244604008975371.post-59258128991556806162010-06-22T23:09:00.000-04:002010-06-22T23:09:00.992-04:002141 - Standards for Future Engineering Practitioners<strong>Standards for New Educators: Guide to ABET Outcomes and Standards Availability in Libraries - Charlotte Erdmann</strong><br />
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See ABET: 3b, 3c, 3e, 3f, 3i, 3h, 3k<br />
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• Libraries buy standards that best meet needs of their customers<br />
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• Prior surveys indicate libraries are providing codes and standards in print, online, or some buy-on-demand; smaller libraries cannot provide as much as larger libraries due to publisher pricing issues<br />
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• Useful overview of standards, see chapter of Scientific & Technical Information Sources (1981) <br />
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o Current book: Hunter (2009) Standards Conformity Assessment and Accreditation for Engineer (See paper for additional background sources)<br />
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• Professionals continuously revise old & develop new standards<br />
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• Teaching idea: use current projects happening at your university (boiler install, concrete pavers, etc.) to illustrate standards and their applications<br />
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• Standards education considerations:<br />
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o Identify course(s) – subject, outcomes<br />
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o Work with librarian to develop collection and research education sessions<br />
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o Case Study example: Hose connections to fire hydrants (Boston in 1870s hose couplings didn’t match up)<br />
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<strong>What Do Employers Want in Terms of Employee Knowledge of Technical Standards and the Process of Standardization? - Bruce Harding and Paul McPherson</strong><br />
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Global impact of standards: why & how does your cell phone work? Important to prepare future workforce and keep up with changes. <br />
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McPherson and Harding surveyed engineering professionals at the manager level to determine their use of standards and perceptions of skills of entry-level engineers. Over 50% use very often or quite often (a few times a week). They feel it’s important for students to learn about standards but not all were interested in working with local educational institutions to set up a standards education curriculum. Other world regions have course including standards within the curriculum but McPherson found only 4 universities n U.S. offer these types of courses so McPherson feels that U.S is far behind in this area. However, this doesn’t show how many universities are integrating standards education within the curriculum. <br />
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Challenges<br />
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• cost of databases<br />
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• fitting course into existing curriculum<br />
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• lack of industry support. <br />
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<em>Ideas to overcome these challenges</em><br />
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• two term multidisciplinary introductory course<br />
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• long term design-type project where students develop products and applicability to the product<br />
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• Independent study projects<br />
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• Internships & post-internship – students working with industry to become more familiar<br />
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McPherson followed up with a survey of Purdue alumni Spring 2010. Findings include that 89% felt standards are extremely important for overall growth and success of their company. 84% feel students entering the workforce need to understand how to find and apply standards. June 2010 ASME survey found that 40% of mechanical engineering department heads feel that curriculum coverage in this area is week. 50% of ME practitioners feel entry-level skills in this area are weak, and more than 80% feel that short case studies could be a way to introduce exposure to codes and standards. <br />
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<strong>Leveraging the Internet and Limited On-Campus Resources to Teach Information Literacy Skills to Future Engineering Practitioners - Charlotte Erdmann and Bruce Harding</strong><br />
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Need: to fill students’ standards knowledge gap <br />
Treasure Hunt Case study: Harding teaches a required Production Design and Specifications course. This activity is integrated into the end of the course. One half of the questions initially came from Machinery’s Handbook but now students must seek out other standards sources and technical handbooks. Students get assigned random questions from a bank of over 1000 to complete or teams of 2 get around 20 questions. Teamwork became mandatory in the past year and librarians found students were working on the assignment earlier. A conference attendee questioned the activity, whether or not it’s just finding the standards and less about interpretation of the actual standard found and how they should apply it to their problem. Some questions do have component where they students need to apply a calculation to come up with the answer, so it does go beyond just “finding” them.<br />
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Since 1986 librarians have worked with Harding to provide students with baseline information and a bibliography of suggested sources, not there’s an <a href="http://www.lib.purdue.edu/subjectguides/standardsengr/">online standards subject guide</a> which Erdmann created. <br />
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Around 1999 librarians created question framework: what, why, who would create this information, etc. to assist students and later developed an expert system used by students to determine appropriate databases or sources (see past ASEE conference proceedings). <br />
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The standards treasure hunt has received positive ABET commentary. The Purdue librarians continue to focus on continuous improvement.Unknownnoreply@blogger.comtag:blogger.com,1999:blog-3968244604008975371.post-73920500996260819132010-06-21T22:41:00.000-04:002010-06-21T22:41:26.351-04:00New Collaborations in Engineering Libraries<span style="font-family: "Calibri","sans-serif"; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"><span class="Apple-style-span" style="font-family: Arial; font-size: small;"><span class="Apple-style-span" style="font-size: 13px;"></span></span></span><br />
<span class="Apple-style-span" style="font-family: Arial; font-size: small;"><b>Journey to the Center of a CV (Curricula Vitae) </b><br />
Judy Hoesly and Anne Rauch<br />
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At University of Wisconsin Madison librarians developed an institutional bibliography within Bibapp which compliments their institutional repository. The software has five majors connected parts: works, groups, people, publications, and publishers. This tool seems similar to VIVO, which was developed at Cornell, and allows development of individual researcher profiles. Also allows listed of faculty by department, which links to higher level, College of Engineering for instance. Could be useful for departments when creating annual reports. They started with engineering physics which has 27 faculty members. They mapped workflow and relied on student employees and library liaisons, they tapped into technical services staff for quality control. The students searched Google Scholar and engineering databases to find items on each CV. Google scholar didn’t offer great citations, but the links into the native publishers obviously offered. Goal: to find 80% but only found around 70%. They used citation managers.<br />
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The librarians developed the departmental structure and established authorities. They are hoping that liaisons will set up citation alerts and update the database going forward, as well they can grant access to researchers or their assistants for updates.<br />
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Benefits: librarians aware of current research and publishing trends within the departments they support. They can extract and repackage reuse data. Next up: Health Sciences Library has been collecting information to add to this tool. The initial goal was to allow library staff to feed current publications into their IR, they founda bout 30% were unfindable so the IR can allow them to make the research papers, PowerPoints, publications findabilty. <br />
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BLOGGERS NOTE: ResearcherID.com is a web-based tool developed by Thomson Reuters which allows researchers to develop their own researcher profile. ResearcherID ties in with ISI, EndNoteWeb and cited references, if institutions subscribe to ISI Web of Science, may provide an alternate to local development of similar software or adopting an open source version. Community of Scholars is another subscription-based database that provides researcher profiles. See also Cornell’s VIVO at vivoweb.org. I also think that Faculty 1000 in Biology and other tools are allowing more researchers to develop and share personal profiles with publications. All told, there’s a perceived benefit in having more compete picture of our faculty research within our institutional repositories.<br />
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<b>Engineering Librarian Participation in Technology Curricular Design</b><br />
Megan Sapp Nelson and Michael Fosmire<br />
At a meeting with the ECET department chair in Fall 2009 Purdue librarians learned students had a gap in their learning. Specifically, the chair felt they were lacking creativity skills. This turned into a conceptual design for a “total curriculum overhaul.” Nelson joined a small curriculum committee where ongoing discussions of information literacy and its relation to creativity and lifelong learning ensued. At first faculty were unsure why Megan was there but her broad perspective on the Purdue curriculum and information literacy allowed her to infiltrate. The goal was to look at existing role of classes and broader outcomes and infuse “creatively” throughout. <br />
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Nelson helped the faculty understand what “lifelong learning” means and espoused the virtues of IL and how they relate to creativity. She pointed them to Shuman et al’s definition and ACRL’s the developed a comparison chart of ACRL IL for Science and Engineering/Technology performance standards and ABET. For those related to creativity see ACRL: 3.3 & 3.7, 4.4. The ACRL standards provided concrete, measureable outcomes which faculty could use as examples when redesigning their curricula. <br />
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An ECET faculty (aka “IL convert “) presented these ideas to the department and helped to develop IL outcomes throughout the curriculum. Concepts of IL and creativity are often too abstract for faculty and can be challenging to teach. The team discussed lab notebook expectations, prescribed citation formats, and also use of citation organization in senior design. In the proposed redesigned curriculum, IL is spiraled throughout however it’s been put on hold due to department head staffing changes. Stay tuned, we hope for future updates from Megan Sapp Nelson. During Q&A she mentioned that student portfolios may be one method of accessing student’s development over time of creativity skills.<br />
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Lesson: librarians need to be part of curriculum redesign teams. Also, need to review those standards and this new “creativity” spin to figure out how we can use this at our own institutions.<br />
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<b>Librarian Learns with the Students: LibGuides, Video Tutorials for Instruction</b><br />
Mary Strife at West Virginia University Library<br />
Strife discussed how WVU Chemical Engineering students helped design and shape the delivery of research instruction. She initially used libguides and video tutorials for senior seminar. You can view her videos at libraries.wvu.edu. During Q&A librarians suggest linking this tutorial in many ways: other libguides, a specific guide on “using the library catalog,” perhaps chunking up more, posting on YouTube. They are worth the investment and we have an information literacy wiki for ELD where we can share these tutorials. Larry mentioned at Vtech they have a 1 credit online course and these tutorials are all online, which other libraries may link to. He argues that we can just do them extemporaneously and then send them along to the professionals for editing and smoothing out. Another librarian suggested more modularization is better, since interfaces change so much and the tutorials need continual updates. At ASU they use ScreenR but you can upload to Twitter and YouTube with a simple click.<br />
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</span>Unknownnoreply@blogger.comtag:blogger.com,1999:blog-3968244604008975371.post-88243442287121971892010-06-21T22:29:00.001-04:002010-06-21T22:38:52.194-04:00ELD Get Acquainted Session: Library Lightning Rounds<div class="MsoNormal"><br />
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Jill Powell from Cornell – myiLibrary patron driven ebook purchasing.<br />
Advantage: save money, price ceiling, selection criteria which disallows purchasing of popular books. They tap certain publishers.<br />
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Libguides Page for Senior Capstone Design Classes, Tom Volkening at Michigan State Libraries gets wide use by the students. May be using this with students/classes who don’t have library research sessions.<br />
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Ginny Baldwin talked about their extensive material deselection at her engineering library. Obtained load estimate in order to squeeze books in one area. They created a process by which they evaluated books and criteria for retention (see her handout) but they include: usage, historical use, local interest, value as work, and classics. Consulted Books for College Libraries, and also brought in faculty to review decisions. For serials: duplicates with other libraries, online access vs. print.<br />
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Tutorials made easy with screencasting – Sheila Young from Arizona State shared insights on the library staff work to create online videos for students using Screenr. Demos, online courses, to support specific homework assignment. They are also used for on-the-fly reference. See ASU libraries web site. It’s tied in with twitter. See their article in <a href="http://istl.org/">istl.org </a>online.<br />
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Kevin Drees from Oklahoma State teaches students about standards and specifications. Big picture: standards are as important as design is to the curriculum. See James Olshefsky article from 2010 ASEE on Standards Education Bridging the Gap Between Classroom Learning and Real World Applications.<br />
A few useful links:<br />
· <a href="http://standardslearn.org/">Standardslearn.org</a><br />
· ASTM – standards on campus, etc. check with Kevin for more.<br />
Librarians’ role? Facilitate access to what we have in our own collections. <br />
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Jill Dixon from Binghamton University Libraries ponders the one search box ,which really isn’t always a one search and offers too many options for students. She looked at various web sites of libraries and fould 60% offer discovery tools. Four libraries using only discovery tool, all the others use multiple search boxes. What’s best for libraries? You decide.<br />
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Nancy Linden from University of Houston PowerPoint is your friend. She starts with evocative images to get students to discuss. She used PPT for small quiz type questions that are engaging, like a contest. She also has giveaways (1 GB drive) which gets students excited and into the activities. She uses a visual for high risk/low risk sources and the quadrants related. She also uses real life scenarios about being an engineering, which can illustrate why they do lit reviews. She tells students they shouldn’t reinvent the wheel.<br />
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Maliaca Oxnam updated us all on TRAIL the tech report archive. Over 772,000 hits over the past year. 993 reports were downloaded 89,600 times. This material is still heavily used by researchers. Coming soon technicalreports.org and winning an ALA Govdocs award this coming week! Congrats<br />
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Linette Koren Rochester Institute of Technology discussed their use of <a href="http://www.scvngr.com/">scvngr</a> for their library. They purchased a license & a couple iTouch which students can checkout. It’s an app from itunes which users can download onto their phone and they have set up challenges for touring through the library. BTW- There is an active hunt for ASEE in Louisville. <br />
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<a href="http://libraries.mit.edu/about/reorg/">MIT reorganization</a>: Angie Locknar shared the new org chart for the MIT Libraries which is a new function based structure vs. by library. Research & instructional services (includes user experiences librarians, specialized content including GIS, etc.), information resources, information tech strategy, Administrative Services each with little bubbles which you can read all about later. See Angie for more details.<br />
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See Spot Run! Grand Valley State University, Debbie Morrow and the staff at the library in Grand Rapids, MI are celebrating a 10 year birthday party for their automated storage retrieval system (ASRS) named Spot. How cute. It’s been successful despite lack of browsability. So successful, they are putting another one in their new library. Cool. Libraries. Robotics.<br />
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Najwa Hanel discussed another 10 year anniversary for their student written, peer reviewed magazine and her work mentoring and advising them.<br />
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I also talked briefly about our use of Twitter for outreach (<a href="http://users.wpi.edu/~cdrew/pdfs/2010ASEE_Drew.pdf">see PDF of PPT</a>): try it & oddly, people will follow. Get students to help generate content (we have a Student Social Media Content Developer). See <a href="http://twitter.com/WPI_Library">twitter.com/WPI_Library</a><br />
</div>Unknownnoreply@blogger.com