COMMUNICATION

COMMUNICATION

Employ an understanding of audience, purpose and context to communicate effectively in a range of situations using appropriate media

CREATIVE AND CRITICAL THINKING

CREATIVE AND CRITICAL THINKING

Use divergent (e.g., generation of novel ideas, thinking out of the box, brainstorming) and convergent thinking (e.g., critical thinking, evaluation of ideas, quantitative and qualitative analysis, scientific reasoning) to generate novel and relevant ideas, strategies, approaches, or products

ETHICAL REASONING

ETHICAL REASONING

Assess their own ethical values and the social context of ethical problems, recognize ethical issues in a variety of settings, think about how different ethical perspectives might be applied to an ethical problem, and consider the consequences of alternative actions

INFORMATION LITERACY

INFORMATION LITERACY

Possess the skills and knowledge to access, evaluate and use information effectively,
competently, and creatively

SELF-DIRECTED LEARNING

SELF-DIRECTED LEARNING

Establish goals and monitor progress toward them by developing an awareness of the personal, environmental and task-specific factors that affect attainment of the goals

TECHNOLOGY USE

TECHNOLOGY USE

Make appropriate use of technologies to communicate, collaborate, solve problems, make decisions, and conduct research, as well as foster creativity and life-long learning

GLOBAL COMPETENCE

GLOBAL COMPETENCE

Employ an understanding of audience, purpose and context to communicate effectively in a range of situations using appropriate media

LEADERSHIP

LEADERSHIP

Engage in, reflect upon, and demonstrate open mindedness toward all issues of diversity at the local, national and international level

PROFESSIONAL PRACTICE

PROFESSIONAL PRACTICE

Apply knowledge and skills gained from a program of study to the achievement of goals in a work, clinical, or other professional setting

RESEARCH, SCHOLARSHIP, AND CREATIVE EXPRESSION

RESEARCH, SCHOLARSHIP, AND CREATIVE EXPRESSION

Make meaningful contributions in their chosen field, participating in use-inspired (e.g., inspired by and applied to real-world problems) research, scholarship or creative activity as an individual or in a collaborative effort

RESPONSIBLE CITIZENSHIP

RESPONSIBLE CITIZENSHIP

Create and sustain a healthy, engaged, public life

BUILD YOUR FUTURE

BUILD YOUR FUTURE

Continue to develop the goals, values, and aspirations that have guided them through their Drexel education into a foundation for a successful future

Information Literacy
  • Information Literacy Icon

    Information Literacy

    April 15, 2013

    Drexel students and alumni face an increasingly competitive job market. Employers recruiting from Drexel are requiring that job applicants possess the skills and knowledge to access, evaluate, and use information effectively, competently, and creatively.

    The presenters will discuss how companies identify and recruit students that possess these skills. Emphasis will be placed on the interview process where employers are increasingly using behavioral based interviewing techniques to evaluate, select, and hire students.

    Some questions for discussion during our session:

    • How do employers define information literacy?
    • What happens when there is misuse and neglect of information and data in the workplace?
    • Why is it critical for students to demonstrate they are informationally literate?
    • What questions will employers ask in an interview?
    • What is a good interview answer? What is a bad interview answer?

    Students will leave this session with a better understanding of how they could increase their chances of getting hired by demonstrating information literacy competencies.

    Date: Monday, April 15, 2013

    Time: 3:30 PM – 5:00 PM

    Location: MacAlister 2019, Chestnut Steet, Philadelphia, PA, 19104

    Presenters: Andrew Duffy, Senior Assistant Director, Career Services, Career Development Center and Nancy Bellafante, Librarian for Undergraduate Learning, Drexel University Libraries

    Refreshments will be served. Promotional materials will be distributed to all students that attend the event.

    Winning Question:

    Identify three behavioral dimensions that relate to Information Literacy. Please incorporate the definition of the DSLP Information Literacy in your answer.

    Winner: Nigel Coelho

    Please email dslp@drexel.edu to find out how to retrieve your award.

  • Information Literacy Icon

    Information Literacy

    April 7, 2014

    What is a Healthy Information Diet?

    Do you consume more information “junk food” than information that is balanced and nutritious? In his book The Information Diet, Internet activist Clay Johnson draws parallels between how we consume food and how we consume information. Johnson presents a paradox: with advances in technology, we have an overabundant supply of food, yet many are undernourished; we have an overabundant supply of information, yet many suffer from ignorance.

    In this workshop, we will discuss and explore characteristics of healthy, well-balanced information consumption.

    “Food for thought” questions:

    • How would you describe your information diet?
    • What are the pros and cons of personalized information?
    • What are some guidelines for “conscious consumption” of information?
    • How do you evaluate information, especially content on the Web?

    You will leave the session with a more focused understanding of “information literacy.” You will be able to apply guidelines for developing a more nutritious information diet and healthy habits of mind, habits that will enable you to evaluate and use information effectively to solve problems and make good choices.

    Date: Monday, April 7, 2014

    Time: 4:00 PM – 5:00 PM

    Location: MacAlister 2019, 3250-60 Chestnut Steet, Philadelphia, PA, 19104

    Presenters: Nancy Bellafante, Librarian for Undergraduate Learning, Drexel University Libraries

    Refreshments will be served. Promotional materials will be distributed to all students that attend the event.

    Winning Question:

    How does a person with a healthy “Information Diet” engage with information? Please incorporate the DSLP Information Literacy definition in your answer.

    Please email your response to dslp@drexel.edu. The winner will be announced at the end of the month.