Embedded Assessment of Library Learning Outcomes in a Freshman Engineering Course

Document Type

Conference Proceeding

Publication Date

2011

Publication Title

2011 American Society for Engineering Education Conference Program: Final Conference Program & Proceedings

Publisher

American Society for Engineering Education

First page number:

1

Last page number:

17

Abstract

When students come to the library for an instruction session, we know that they have varied levels of experience with academic research and library tools. But how much can we assume? The background knowledge check is one of the Classroom Assessment Techniques from Angelo and Cross that librarians at our institution have adopted for library instruction. In this paper, we will discuss the library learning outcomes we identified as most important for a one-shot library session with a freshman engineering class, the usefulness of an embedded background knowledge check, share results from one particular freshman-level course, and address best practices for embedded and relevant follow-up assessment. We will also discuss active learning strategies used to meet the library learning outcomes.

Keywords

Academic librarians; Academic libraries; Academic libraries--Research; College students; Engineering students

Disciplines

Education | Engineering | Higher Education | Information Literacy | Library and Information Science

Language

English

Permissions

Use Find in Your Library, contact the author, or use interlibrary loan to garner a copy of the article. Publisher copyright policy allows author to archive post-print (author’s final manuscript). When post-print is available or publisher policy changes, the article will be deposited.


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