Effect Of Library Instruction On Undergraduate Electrical Engineering Design Projects

Abstract

This study examines the effect of library instruction on two sections of the same senior-level electrical engineering course in analog integrated circuit design.One section received a onehour library instruction session while the other section did not.The premise of the study is that inclusion of library instruction will result in higher utilization of scholarly resources in the students' final projects for which they were required to design, analyze, and simulate a circuit that meets a given set of specifications.The results confirm that the section that received library instruction consulted and cited more scholarly resources than the section that received no training in use of library resources.We also found a positive correlation between the students' use of scholarly materials and their final project grade.

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