Using ABET Outcomes to Assess Information Literacy in Mechanical Engineering: Early Results and Applications for other Programs

Technological advancement has led to significant changes in how information is collected, synthesized and disseminated.It is essential that educators help undergraduate engineering students develop and improve their informational literacy skills in the context of the current and emerging information infrastructure.Although information literacy is not specifically mentioned in the ABET outcomes, the development of these skills is essential to the achievement of several outcomes.Mechanical Engineering and Civil Engineering faculty at the United States Coast Guard Academy (USCGA) have been working together to develop performance indicators and assessment tools under existing ABET outcomes designed to develop and improve student information literacy skills.The link to ABET-student outcomes (g, i, and j) enables students to see the connection between information literacy and their ability to communicate, to engage in lifelong learning, and their knowledge of contemporary issues.The authors discuss steps taken at the USCGA to evaluate aspects of information literacy within the current assessment process in the Department of Mechanical Engineering.The progressive infusion of information literacy skills in the curriculum, the development of relevant performance indicators, and steps taken to collect and analyze this assessment data are presented.Analysis of student performance to date based on assessment rubrics is also presented.