Lifelong Learning for Engineers and Scientists in the by Ashok Naimpally, Hema Ramachandran, Caroline Smith

By Ashok Naimpally, Hema Ramachandran, Caroline Smith

Content material:
Front-matter

, Pages i,iii
Copyright

, Page iv
Acknowledgments

, Page ix
1 - Introduction

, Pages 1-2
2 - Definitions of Lifelong studying and the way They Relate to the Engineering Profession

, Pages 3-10
3 - Accreditation of Engineering courses and Their dating to Lifelong Learning

, Pages 11-19
4 - details Literacy and lifetime Learning

, Pages 21-24
5 - Creativity in Engineering, details Literacy, and communique styles of Engineering

, Pages 25-29
6 - Designing info Literacy Assignments

, Pages 31-47
7 - details Literacy and Assessment

, Pages 49-62
8 - Internships

, Pages 63-66
9 - studying Contract

, Pages 67-80
10 - review of Internships

, Pages 81-82
11 - details Literacy and occupation Skills

, Pages 83-90
12 - Conclusion

, Page 91

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Additional info for Lifelong Learning for Engineers and Scientists in the Information Age

Sample text

This is usually categorized as course-integrated instruction. Within the session, the librarian has to demonstrate the library’s online resources, including how to download citations, Boolean search techniques, how to evaluate and cite resources, and guidance on developing research topics. Prior to the session, the faculty member and librarian will hopefully have had some interaction on the assignment. Once the session is completed, the librarian may never interact with the faculty for the rest of the semester on that assignment (though some students may contact the librarian for further research assistance).

Students have “talking knowledge” or awareness. (0): Does not relate. l l l l 34 Lifelong Learning for Engineers and Scientists in the Information Age In this fictitious example, faculty would have determined which ABET Outcomes are relevant for these (fictitious) courses. Librarians would primarily be interested in classes that are evaluated by faculty as highly relevant (with a score of 4) for Criteria 3i (lifelong learning) and less interested in classes that score high (for instance) for Criteria A (Mathematics).

These can perhaps be categorized as welldefined or finite problems: the topic is outlined, key words are selected, and databases are searched to find information. This is an important skill in the context of engineering or any discipline. However, design projects are by their nature ill-defined problems with many possible solutions. This presents challenges for librarians, but with collaboration and discussion with engineering faculty, librarians can weave in IL elements using a myriad of information resources to assist in the process.

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