The Value of Direct Engagement

Connecting U: Online. In person. On demand

in an Engineering Classroom and an Engineering Faculty

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Outline

• Introduction – quick update on our earlier study of integrating the engineering librarian into a class

• Pedagogical Context - the Technical Communication course and the Senior Design Capstones

• The Liaison Librarian Model in Practice – the engineering librarian in the Tech Comm classes & the Senior Design capstones

• Assessment and Accreditation - graduate attributes and the rubrics

• Outcomes and Implications

Introduction

A Quick Update

Earlier Study: Integrated Model

• Engg librarian – integrated into Technical Communication (ENG 2010) – 2nd or 3rd year

• A single course – allowed us to focus on 2 pedagogical outcomes

• Instantiating the benefits of an engg research report within a field where applications and design exigencies are paramount• Determining whether engineering research skills were

“short-term competencies” or valuable additions to a student’s learning repertoire (lifelong learning)

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Pedagogical Outcomes

• Research-based report – allowed inexperienced students to explore new ideas – but without having to create (and build) a design

• Research skills – some evidence to suggest these became part of a student’s learning repertoire

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Quick Overview of the Models

• Embedded librarian – aligned within a course – equal with an instructor

• Liaison librarian – more traditional role – like “middleware” (in Luce’s words) that bridges systems and users – move from collections-centred to engagement-centred (in Williams’ words)

• A subtle difference – reflects the degree of collaboration and partnership – in the classroom and with the instructor

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Liaison Model at the U of M

• Direct engagement – librarian as part of the course – taught a series of tutorials on engineering research

• Flexibility – librarian’s direct engagement with the course, the instructor and the students – but within the constraint of time

• Librarian could attend appropriate classes, as needed

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The Pedagogical Context

The Technical Communication Class and the Senior Design Capstones

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Developing Students’ Professional Skills

• Technical Communication class – a “stand-alone” course that provides the foundation

• A mandatory, team-based course – usually taken in 2nd or 3rd years

• Senior capstone courses – build on this foundation

• Similar to WAC and WID models – communication integrated into technical courses – e.g., many courses at U of T

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The Technical Communication Class• Focus – the processes of communication• Covers such C.E.A.B. requirements as:

• project management• team management• document design• small group dynamics• engineering report genres

• Emphasizes the convergence of engineering and communication design – engineers solve problems, but communicate solutions

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Assignments • Technical elements – express the technical issues

in prose as well as the technical criteria• Research – foundation for expressing the technical

elements• Communication elements – define the audience

and the purpose• Team elements – planning team and project tasks

• Research – foundation for expressing the communication and team elements

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“Staged” Assignments

• Series of assignments designed to build on each other and create the foundation

• Team proposal – initiates the process – research underpins the importance of gathering sufficient resources to lead to a good deliverable

• Students learn new concepts (and may then transfer that knowledge to new situations)

• Students also learn their professional vocabulary

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Senior Design Capstones

• Closer to the integrated model exemplified by WAC and WID – communication instructors and the librarian have some input into the content and even do some teaching

• Also engaged in the assessment – students must demonstrate a technical mastery of a subject + a competence in communicating it

• We provide the scaffolding between the earlier course and the capstone

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Senior Design Capstones

• Must meet the demands of an industry-based client

• Focus is the design activity – to create a solution to meet the client’s “real world” problem

• This focus enhances the communication and the research activities – because these activities support the engineering work and the exchange of important information

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The Liaison Model in Practice

The Engineering Librarian in the Technical Communication Class and

the Senior Design Capstones

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In Focus

• The Engineering Method– is “the strategy for causing the best change in a

poorly understood or uncertain situation within available resources.”

Billy Vaughn Koen, Definition of the Engineering Method

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In Practice

• Tech Comm Course – 6 modules for each section• Some lectures, some hands-on

• Senior Design Capstone – A resource person in labs and a session on

standards and patents• M&M Thesis Option – up to 2 lectures: standards & patents and writing

a literature review

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Tech Comm Outline

• The classes follow the students’ research pattern :– Doing research and keeping track– Google and Google Scholar– Databases – focus on EV– Plagiarism and copyright– Special sources of engineering information and

the hidden web

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Assessment and Accreditation

• Tech Comm has 3 forms;– Rubric • Built on Honora Nerz’s rubric and includes ACRL and

CEAB accreditation criteria

– Marking sheet• Parallels the rubric and includes grading and comments

for the students in 5 sections

– Search strategy page• Each student fills one out for the Proposal and then for

the Final Report

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Capstones & Thesis Option Assessment

• Shortened rubric and marking sheet

• Reports and citations graded

• Oral presentations graded

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Canadian Accreditation Criteria

• U of Manitoba undergoing accreditation 2012• Faculty have developed outcomes-based

assessment the list is at http://dl.dropbox.com/u/12476680/DropBoxLinks-ASEE-2011.doc

• Includes these documents: 1.) Competency Areas Attributes, 2.) Creating Measureable Learning Outcomes, 3.) Grad Attributes, and 4.) CEAB Supplementary Notes.

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Outcomes and Implications

• Need a clone• Marketing, marketing (preaching?)• Time management skills get honed fast

• Teaching a section of the course…

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Keep in Mind

• Questions?Parker&Godavari, U of M, 2011 23