University of Toronto Chemistry Librarians Workshop June 2012


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Cristina Sewerin's presentation "Care and Feeding of your Chemical Engineer: Understanding & supporting your user's information needs."

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University of Toronto Chemistry Librarians Workshop June 2012

  1. 1. Care and Feeding of your Chemical Engineer: Understanding & supporting your users information needs University of Toronto Chemistry Librarian Workshop - June 14, 2012 Cristina Sewerin, Physical and Applied Sciences Selector/Instruction & Reference Librarian/Liaison for Chemical Engineering, Environmental Engineering & Materials Science, University of Toronto
  2. 2. definitionsCHEMICAL ENGINEER: n. A person who does forprofit what a chemist does for fun.
  3. 3. Chemical engineering is…a primary engineering discipline based on the fundamental sciences of chemistry, physics, biochemistry and mathematics, in which processes are conceived, designed and operated to effect compositional changes in materials of all kinds
  4. 4. motivationsQ: What is the difference between a chemistand a chemical engineer?A: Oh, about $10 K a year.
  5. 5. Chemical Engineers….• play an important role in the development of a healthier environment and safer and healthier industrial workplaces• develop new industrial processes that are more energy-efficient and environmentally friendly and create products that improve the quality of life• are responsible for improvements in technology and in evaluating and controlling hazards
  6. 6. Undergrad programYear 1• fundamental background in all areas of engineering• Classroom reinforced with lab studiesYear 2• fundamentals of chemical engineering: chemistry; heat, mass and momentum transfer; applied mathematics• develop skills in communications• labs importantYear 3• fundamentals "scaled up" to applications of engineering and chemistry, including hands-on learning• emphasis on design and economics of industrial units and processesYear 4• brings it all together• Student chooses area of interest• emphasis on engineering and applied science applications• Emphasis on plant design and research thesis
  7. 7. Research focii – U of T• Biomolecular and Biomedical Engineering• Bioprocess Engineering• Chemical and Materials Process Engineering• Environmental Science and Engineering Informatics• Pulp and Paper Surface and Interface Engineering• Sustainable Energy
  8. 8. Pressures & expectations: DLEs
  9. 9. Degree Level Expectations for Graduates Receiving the Degree of Bachelor of Applied Science• Each graduate will have achieved the following general learning objectives:• a. Depth of knowledge that cultivates critical understanding and intellectual rigour in at least• one engineering discipline.• b. Competencies in learning and applying knowledge to solve problems facing society and that• are fundamental to responsible and effective participation in the workplace, in the• community, in scholarly activity, and in personal life: – i. Critical and Creative Thinking – ii. Oral and Written Communication – iii. Quantitative Reasoning – iv. Teamwork – v. Information Literacy – vi. Ethical Thinking and Decision-Making• c. Breadth of knowledge across mathematics, basic sciences, engineering sciences, engineering• economics and engineering design that cut across the engineering disciplines and across a• range of nontechnical areas including the humanities and social sciences and an awareness of• the impact of technology on society.• d. Integration of skills and knowledge developed in a student’s course of study through a• capstone experience in the upper years.
  10. 10. Pressures & expectations: CEAB
  11. 11. graduation time laundry list• Knowledge base for engineering• Problem analysis• Investigation• Design• Use of engineering tools• Individual and team work• Communication skills• Professionalism• Impact of engineering on society and the Environment• Ethics and equity• Economics and project management• Life-long learning
  12. 12.
  13. 13.
  14. 14. Library supportInformation literacyCollections
  15. 15. Understand faculty’s prioritiese.g.,• Depth but also breadth (manufacture, environmental, human health, societal)• Critical, reflective approach• Life-long skills building
  16. 16. Map – where possible – IL to needsYear 1 Year 1• fundamental background in all areas of engineering • APS111• Classroom reinforced with lab studies • APS112Year 2• fundamentals of chemical engineering: chemistry; heat, mass and momentum transfer; applied mathematics Year 2• develop skills in communications • CHE204• labs importantYear 3• fundamentals "scaled up" to applications of Year 3 engineering and chemistry, including hands-on learning • CHE397• emphasis on design and economics of industrial units and processesYear 4 Year 4• brings it all together • CHE499• Student chooses area of interest• emphasis on engineering and applied science• applications Emphasis on plant design and research thesis • Graduate seminar • Consultations
  17. 17. Course site library content
  18. 18. Start point: Chem Eng libguide
  19. 19. Start point: Standards & Codes
  20. 20. Start point: Safety
  21. 21. Start point: Ethics
  22. 22. Assignment specific support where possible
  23. 23. Assignment specific support where possible
  24. 24. Collections
  25. 25. Major A & I• Compendex• Web of Science• SciFinder Scholar• Environmental Sciences & Pollution Management• Medline• Paper Village• Various from allied disciplines, e.g., Factiva, Business Source Premier, ProQuest
  26. 26. Core reference - electronic• Kirk-Othmer• Ullmann’s• CRC Handbook• Perry’s• Knovel• Reaxys• Many others
  27. 27. Knovel
  28. 28. Wiley MRWs, Standard RWs• Encyclopedia of Inorganic and Bioinorganic Chemistry• Patais Chemistry of Functional Groups• Encyclopedia of Radicals in Chemistry, Biology and Materials• Nanotechnology
  29. 29. Data sources• CRC Handbook• SciFinder• Knovel• Wiley MRWs• Reaxys• etc
  30. 30. StandardsBasic introductions: 1st, 2nd yearsGreater detail: 3rd, 4th yearsChallenges• understand not just the legislation, but relationship legislation & associated regulations and standards
  31. 31. StandardsCanadian materials• understanding gov’t level at which material produced• Third year – Occupational Health and Safety Act – Ontario Government health & safely publications – Workplace Hazardous Materials Information System (WHMIS)
  32. 32. StandardsThird year: design for safety• Curriculum introduces them to US materials – process safety reviews – US NFPA documents
  33. 33. Library role: IL support• basic orientation at first-year level• more in-depth support as students enter third & fourth year• summaries of materials accessible on the web both by topic and by government level• what can be found hardcopy in the library as compared to the web, and how it can be found
  34. 34. Library role: Collections• hybrid approach – standing orders for core materials – e.g., ASTM Standards, major building, fire and trades codes – individual selection – where unsure, in consultation with faculty and researchers – Keep ears open at desk & in consults – Keep eyes open for updates: society & govt sites, major commercial sources such as Techstreet
  35. 35. Workplace readinessGauging Workplace Readiness: Assessing theInformation Needs of Engineering Co-opStudentsJeffryes & Lafferty, U. Minnesota, ISTL Spring2012,
  36. 36. Workplace readiness • Jeffryes & Lafferty surveyed engineering students in a work placement as part of the cooperative education program • current snapshot of the information seeking environment in the engineering professionGauging Workplace Readiness: Assessing the Information Needs of Engineering Co-op Students Jeffryes & Lafferty, U. MinnesotaISTL Spring 2012
  37. 37. Workplace readiness• Looked at – on-the-job information usage – comfort level accessing different types of engineering literature – experience learning to use specific resources• 42 students 86% response rate• Heavy on mech eng
  38. 38. Findings• All respondents indicated having to find some sort of information during their work placement• Most students learned to use resources from an instructor or on their own• Role of instructors greater than anticipated - had expected that the students would primarily be self- reliant or look to peers
  39. 39. Findings• Disconnect: most frequently taught to find vs what they most often needed to find• Students who taught themselves how to find a particular type of information were more likely to describe that experience as "difficult“
  40. 40. Findings• more students worked with industry standards than any other type of literature• over half had no previous experience searching for them• only resource students categorized as "Very Difficult" to find• reminder to academic librarians not to overemphasize books and journal articles when working with engineering classes
  41. 41. Closing thoughts• be aware of curricular needs, pressures, priorities• be aware of breadth of needs• foster a critical, reflective approach: lifelong skills buildings
  42. 42. Thank you!