There is a growing librarian-led movement across institutions of higher learning that seeks to inculcate into students the ability to locate, evaluate, utilize and disseminate information in all formats using the appropriate media to the targeted audience. The need for such "blended" students becomes more critical because of demand by industry for broadly qualified graduates. In their previous paper, the authors analyzed the student information gathering patterns using only the students' final reports at the end of the semester. An assessment rubric and scoring for the students reports was proposed. In this paper, additional to the final reports, the student design notebook and presentation slides are also analyzed. An assessment rubric and scoring are proposed for the design notebooks and the presentation slides. The data collected is used to map the information gathering activities across the whole design process. Using the information obtained, information literacy is integrated into a capstone syllabus. Information literacy may inculcate in the students the ability to develop search strategies that will come up with more meaningful results. Reading through the results, they will see and learn how to relate and use information not only in their final reports, but also in their design notebooks and presentations. The rubrics developed here are applied at two major engineering programs. The rubrics were used in a capstone course. The implications of the results in the context of engineering design education are discussed.
|Journal||ASEE Annual Conference and Exposition, Conference Proceedings|
|State||Published - 2008|
|Event||2008 ASEE Annual Conference and Exposition - Pittsburg, PA, United States|
Duration: Jun 22 2008 → Jun 24 2008