Science Librarians Analysis of the 2011 Nobel Prize in Physics: The Work of Saul Perlmutter, Brian P. Schmidt, and Adam G. Riess

The Nobel Prize in Physics in 2011 was awarded to scientists from two different research collaborations that independently and contemporaneously discovered from observations of distant supernovae that the universe's expansion is accelerating. This article describes the winners publishing output, gives biographical information and a publishing analysis

Integrating Information into the Engineering Design Process

Engineering design is a fundamental problem-solving model used by the discipline. Effective problem-solving requires the ability to find and incorporate quality information sources. To teach courses in this area effectively, educators need to understand the information needs of engineers and engineering students and their information gathering habits. This book provides essential guidance for engineering faculty and librarians wishing to better integrate information competencies into their curricular offerings. The treatment of the subject matter is pragmatic, accessible, and engaging. Rather than focusing on specific resources or interfaces, the book adopts a process-driven approach that outlasts changing information technologies. After several chapters introducing the conceptual underpinnings of the book, a sequence of shorter contributions go into more detail about specific steps in the design process and the information needs for those steps. While they are based on the latest research and theory, the emphasis of the chapters is on usable knowledge. Designed to be accessible, they also include illustrative examples drawn from specific engineering sub-disciplines to show how the core concepts can be applied in those situations. Part 1: Making the Case for Integrated Information in Engineering Design: Information Literary and Lifelong Learning (Michael Fosmire); Multiple Perspectives on Engineering Design (David Radcliffe); Ways that Engineers Use Design Information (Michael Fosmire); Ethical Information Use and Engineering (Megan Sapp Nelson); Information-Rich Engineering Design: A Model (David Radcliffe). Part 2: Pedagogical Advice on How to Implement in Courses: Build a Firm Foundation: Managing Project Information Effectively and Efficiently (Jon Jeffryes); Find the Real Need: Understanding the Task (Megan Sapp Nelson); Scout the Lay of the Land: Exploring the Broader Context of a Project (Amy Van Epps and Monica Cardella); Draw on Existing Knowledge: Taking Advantage of What is Already Known (Jim Clarke); Make Dependable Decisions: Using Trustworthy Information Wisely (Jeremy Garritano); Make It Real: Finding the Most Suitable Materials and Components (Jay Bhatt); Make It Safe and Legal: Meeting Standards, Codes, and Regulations (Bonnie Osif); Get Your Message Across: The Art of Sharing Information (Patrice Buzzanell and Carla Zoltowski); Reflect and Learn: Extracting New Design and Process Knowledge (David Radcliffe); Preparing Students to be Informed Designers: Assessing and Scaffolding Information Literacy (Senay Purzer and Ruth Wertz).https://docs.lib.purdue.edu/pilh/1000/thumbnail.jp

Knowledge-enabled Engineering Design: Toward an Integrated Model

Librarians and engineering faculty have long understood that design is one of the defining processes of the engineering profession. In an increasingly knowledge-driven society, students need to efficiently locate, assess and integrate relevant information into their design process so that they can develop innovation solutions to emerging complex, global grand challenges. Increasingly, engineering curricula are incorporating design as early as the first year, but a question remains as to how effectively information literacy is being integrated into these early experiences of design. For example, the Engineering Change study found there has been very little improvement to lifelong learning skills in engineering graduates over the last decade, and indeed lifelong learning, one indicator of information literacy skills, was the lowest rated of the ABET student learning outcomes. Both librarians and engineering educators have studied the use of information in an engineering context, but our knowledge of the possible synergies between information literacy and engineering design is limited. This paper presents an integrated model of Information-Rich Engineering Design (I-RED), providing a detailed articulation of the specific information needs at different stages of the design process. Derived from both literatures, this model attempts to bridge the language and conceptual divide between librarians and engineering educators, to facilitate deeper and more meaningful collaborations between the two group

Agriculture and Biological Engineering/ Graduate Students/ Bracke & Fosmire/ Purdue University/ 2012

This case study was comprised of three workshops for a lab in Agricultural and Biological Engineering. Data Information Literacy topics covered include developing and following a standard operating procedure, search for external data and creating metadata. Materials include a book chapter describing the case study, a data archiving checklist to follow for describing the types of data generated by the lab, a metadata entry form and an evaluation form used to gather feedback for each of the three sessions

Integrating Information into the Engineering Design Process

Engineering design is a fundamental problem-solving model used by the discipline. Effective problem-solving requires the ability to find and incorporate quality information sources. To teach courses in this area effectively, educators need to understand the information needs of engineers and engineering students and their information gathering habits. This book provides essential guidance for engineering faculty and librarians wishing to better integrate information competencies into their curricular offerings. The treatment of the subject matter is pragmatic, accessible, and engaging. Rather than focusing on specific resources or interfaces, the book adopts a process-driven approach that outlasts changing information technologies. After several chapters introducing the conceptual underpinnings of the book, a sequence of shorter contributions go into more detail about specific steps in the design process and the information needs for those steps. While they are based on the latest research and theory, the emphasis of the chapters is on usable knowledge. Designed to be accessible, they also include illustrative examples drawn from specific engineering sub-disciplines to show how the core concepts can be applied in those situations. Part 1: Making the Case for Integrated Information in Engineering Design: Information Literary and Lifelong Learning (Michael Fosmire); Multiple Perspectives on Engineering Design (David Radcliffe); Ways that Engineers Use Design Information (Michael Fosmire); Ethical Information Use and Engineering (Megan Sapp Nelson); Information-Rich Engineering Design: A Model (David Radcliffe). Part 2: Pedagogical Advice on How to Implement in Courses: Build a Firm Foundation: Managing Project Information Effectively and Efficiently (Jon Jeffryes); Find the Real Need: Understanding the Task (Megan Sapp Nelson); Scout the Lay of the Land: Exploring the Broader Context of a Project (Amy Van Epps and Monica Cardella); Draw on Existing Knowledge: Taking Advantage of What is Already Known (Jim Clarke); Make Dependable Decisions: Using Trustworthy Information Wisely (Jeremy Garritano); Make It Real: Finding the Most Suitable Materials and Components (Jay Bhatt); Make It Safe and Legal: Meeting Standards, Codes, and Regulations (Bonnie Osif); Get Your Message Across: The Art of Sharing Information (Patrice Buzzanell and Carla Zoltowski); Reflect and Learn: Extracting New Design and Process Knowledge (David Radcliffe); Preparing Students to be Informed Designers: Assessing and Scaffolding Information Literacy (Senay Purzer and Ruth Wertz).https://docs.lib.purdue.edu/purduepress_ebooks/1030/thumbnail.jp

Quantifying the Information Habits of High School Students Engaged in Engineering Design

stract This study measured the information gathering behaviors of high school students who had taken engineering design courses as they solved a design problem. The authors investigated what types of information students accessed, its quality, when it was accessed during the students’ process, and if it impacted their thinking during the activity. Students overwhelmingly relied on internet searching to acquire information, rather than printed materials available to them. The sites they found were generally popular rather than technical, and persuasive (i.e., trying to sell something) rather than informative. The high school students understood the need for information, as they sought a large volume of information, which they did, generally, incorporate in their solution development process, but their skill in locating high-quality information was relatively poor

Integrating Foundational Data Management Course into STEM

This presentation was delivered at the IOLUG conference-Tackling Data in Libraries: Opportunities and Challenges in Serving User Communities in Indianapolis, IN in May 2019. Data literacy is critical for today’s college graduates. Data science education is fundamentally an interdisciplinary endeavor. Since summer 2018, the presenters, information professionals from the libraries, have been working with instructors from Philosophy and Computer and Electrical Engineering to develop three interlocking one-credit courses at the Midwest, public research university, Purdue University. Spring 2019, the courses are offered to engineering sophomore and junior students to explore three key areas of data literacy: management; ethics; and analysis. In this session, participants learned how we developed the libraries’ one-credit course on data management and we discussed how this course could be interlocked with two other courses. Welcome to contact and work with the presenters for class implementation and research collaboration

Rhetoric as analytical tool

Tesis de la Universidad Complutense de Madrid, Facultad de Filología, Departamento de Filología Inglesa II, leída el 20-12-2013El principal objetivo de esta tesis doctoral es presentar un acercamiento para el análisis y la crítica literaria basados en la Retórica de Aristóteles. Se exponen los conceptos fundamentales descritos por Aristóteles con el fin de establecer un marco apropiado para el análisis de la cuarta parte. En los Tópicos, Aristóteles define la opinión como el campo de operaciones de la dialéctica y la retórica. Esto significa que la retórica tal y como la define Aristóteles está vinculada en el fondo con la ética. La persuasión y el juicio que tienen lugar en los actos retóricos se basan en el sistema de valores de los retóricos y el público. Ya que el campo de la retórica es la opinión, el principio básico de la definición de la retórica de Aristóteles, en el cual radican todos los demás, es su afirmación de que la retórica es una capacidad de identificar los posibles métodos de persuasión en un caso dado. Como los mecanismos retóricos están integrados por completo en el discurso cuyo objetivo es persuadir, demuestro que estos mismos mecanismos se pueden hacer explícitos en la narrativa. Una vez que se han hecho explícitos, es posible revelar el sistema de valores que constituye la base argumentativa de la cual dependen esos mismos mecanismos y sobre la que se construyen. De esta forma se puede hacer una evaluación tanto de los valores como de los argumentos.En la cuarta parte se examinan dos textos: una narración de ficción escrita por William H. Gass en formato de diálogo y un relato de viajes de no ficción escrito por David Lansing. Demuestro que los narradores en ambos textos se pueden interpretar como acusados o abogados que defienden un pleito ante el jurado de sus lectores. En el primer texto, los pormenores del caso se presentan uno por uno, lo cual revela la manera en la que el juicio cambia con cada pequeño detalle. Por lo tanto, se coloca en primer plano la importancia de la contingencia. Los detalles son incompletos, y así se demuestra la manera en la que nosotros como seres humanos buscamos tanta información como sea posible sobre un caso concreto para descubrir las variables tanto circunstanciales como motivacionales que constituyen el evento para llegar a un juicio adecuado y justo. En el segundo texto, el narrador actúa como alguien que se defiende a si mismo y que se declara culpable del delito, pero luego procede a narrar las circunstancias que le indujeron al acto delictivo, con el propósito de persuadir al lector de que él merece no sólo el perdón sino también el elogio, por sus actos ostensiblemente inmorales y por su talento como escritor. El hecho de que se puedan emitir diferentes juicios sobre el mismo asunto, debido a la diferencia de opiniones ¿ basadas en diferentes sistemas de valores ¿ se pone de manifiesto en el análisis en los dos textos. Para ilustrar este punto se forman dos constructos de lectores. Los sistemas de valores de ambos son incompatibles en ámbitos importantes. El marco de la ética (escéptica) de J.L. Mackie marca la referencia para el análisis desde el punto de vista de la moralidad.El estudiante de literatura que haya adquirido los conocimientos de retórica expuestos en esta tesis doctoral estará preparado para identificar esos mismos mecanismos y para evaluarlos de forma crítica por su firmeza en términos de argumentación. Propongo que esta destreza puede ayudar a los estudiantes de literatura a ser más analíticos y críticos con los argumentos que se les presenten, así como con los suyos propios. Provistos de estas destrezas, serán capaces de desmantelar y rebatir argumentos que no son razonables, y de construir y defender argumentos con bases argumentativas válidas.Depto. de Estudios Ingleses: Lingüística y LiteraturaFac. de FilologíaTRUEpu