The Business of Science: Cross-Disciplinary Information Literacy in the Applied Sciences and Business
Theme: Information Literacy for Science & Technology
DOI:
https://doi.org/10.29173/istl1930Abstract
Collaboration between academia and industry is resulting in new programs in applied science and engineering across many campuses. The information needs of students in these programs present a unique opportunity for science librarians and business librarians to collaborate in the development of information literacy course components. This paper describes one such collaborative effort at the University of Arizona Library to provide library instruction for the course Materials Engineering and Design. Students in this engineering class are required not only to design and engineer a new product but also to address fundamental business considerations such as cost analyses and market research.
Downloads
References
Audet, J. & Pegna, J. 2001. New product development: engineering and commerce students join forces with a corporate sponsor. Industry & Higher Education 15(4):257-267.
Cawsey, S.M. & Staninger, S.W. 1996. Achieving scientific competency: a strategy for business librarians. Journal of Business & Finance Librarianship 2(2):3-15.
Demain, A.L. 2001. The relationship between universities and industry: the American university perspective. Food Technology and Biotechnology 39(3):157-160.
Dirner, J. 2000. Course gives engineers business training. Arizona Daily Wildcat February 25, 2000. [Online]. Available: {http://wc.arizona.edu/papers/93/106/09_1_m.html} [December 3, 2002].
Frank, D.G. & Kollen, C. 1989. Humanities and social sciences librarians in the science-engineering library: utilization and implications for effective collection development and reference services. Science & Technology Libraries 9(3):63-71.
Hawley, G.G. & Lewis, R.J. 2002. Hawley's Condensed Chemical Dictionary. New York: Wiley.
Leckie, G.J. & Fullerton, A. 1999. Information literacy in science and engineering undergraduate education: faculty attitudes and pedagogical practices. College & Research Libraries 60(1):9-29.
Manson, B. 2002. Degree unites science, business. Arizona Daily Wildcat October 17, 2002. [Online]. Available: {http://wc.arizona.edu/papers/96/38/01_3.html} [December 3, 2002].
National Science Board. 2002. Science and Engineering Indicators 2002. [Online]. Available: {https://wayback.archive-it.org/5902/20160210154954/http://www.nsf.gov/statistics/seind02/} [December 5, 2002].
Rodrigues, R.J. 2001. Industry expectations of the new engineer. Science & Technology Libraries 19(3/4):179-188.
Ruud, C.O. & Hottenstein, M.P. 1998. Graduate curriculum focused upon manufacturing & integrating engineering & business. In: ASEE Annual Conference Proceedings. [Online]. Available: {https://peer.asee.org/a-graduate-curriculum-focused-upon-manufacturing-integrating-engineering-business.pdf} [December 2, 2002].
Smallwood, S. 2001. Graduate studies in science expand beyond the Ph.D. The Chronicle of Higher Education 47(30): A14-A15.
SRDS. 2002. The Lifestyle Market Analyst. Des Plaines, IL: SRDS. The University of Arizona Science and Technology Park. [Online]. Available: {http://www.uatechpark.org/default1.asp} [December 3, 2002].
The University of Arizona. n.d. College of Science. @ the Intersection of Science & Industry. (Brochure for the programs of Applied and Industrial Physics, Applied Biosciences, and Mathematical Sciences). The University of Arizona. College of Engineering and Mines. [Online]. Available: {http://psm.arizona.edu/brochure-final.pdf} [January 16, 2003].
The University of Arizona. College of Engineering and Mines. n.d. Engineering Management Degree. [Online]. Available: {http://www.engr.arizona.edu/emg/} [January 16, 2003].
U.S. Census Bureau. DP-1. Profile of General Demographic Characteristics: 2000. [Online]. Available: http://factfinder.census.gov/ [February 17, 2003].
Weiner, S.T. 1996. Librarians as teaching team members in a mechanical engineering design course. Science & Technology Libraries 16(1):3-10.
Downloads
Published
How to Cite
Issue
Section
License
While ISTL has always been open access and authors have always retained the copyright of their papers without restrictions, articles in issues prior to no.75 were not licensed with Creative Commons licenses. Since issue no. 75 (Winter 2014), ISTL has licensed its work through Creative Commons licenses. Please refer to the Copyright and Licensing Information page for more information.
