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Academic Libraries & Student Retention

Academic Libraries & Student Retention. LORELEI HARRIS OLA CONFERENCE 2010 UNIVERSITY OF MICHIGAN LORELEIH@UMICH.EDU (PREVIOUSLY AT UNIVERSITY OF LETHBRIDGE). Student Retention…. University of Lethbridge (Alberta):

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Academic Libraries & Student Retention

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  1. Academic Libraries & Student Retention LORELEI HARRIS OLA CONFERENCE 2010 UNIVERSITY OF MICHIGAN LORELEIH@UMICH.EDU (PREVIOUSLY AT UNIVERSITY OF LETHBRIDGE)

  2. Student Retention… • University of Lethbridge (Alberta): • 28% attrition rate of all first time undergraduate students enrolled 1997 (2004 Report, seven years after enrollment) • Canada-wide: • Average long term attrition rate ~40% (Canadian Millennial Scholarship Foundation 2003 Report, based on five or six year period; Canada & USA) Lorelei Harris, 2010

  3. “A high rate of attrition is indicative of a failure on the part of an institution to achieve its purpose.” Elizabeth Mezick, 2007 (Long Island University, Brookville, NY)

  4. Agenda • Student Attrition & Why it’s a Big Deal • Student Retention as a Topic for Library Research • Why is this important for Libraries? • Issues around Retention Research • Barriers to comparison; Definition of terms • Reasons why Students Leave • Psychological models • How Libraries Fit • Aspects of library service related to student retention • Current Activities & Potential for Future Research Lorelei Harris, 2010

  5. Outcomes • By the end of the session, you will… • Have a greater understanding of the issues surrounding student retention • Gain appreciation for the factors impacting student attrition • Be able to identify certain library services or activities that support retention • Articulate how your library “fits” in supporting the broader institutional mission Lorelei Harris, 2010

  6. This presentation is NOT… • About teaching strategies to enhance students’ ability to retain knowledge of skills or class content • A presentation of new research Lorelei Harris, 2010

  7. This presentation IS… • A discussion of existing student retention literature, as it relates to libraries • Meant as a starting point; a way to start thinking about re-framing activities your library may already do or be considering • Focused on postsecondary education, with emphasis on 4-yr undergraduate universities Lorelei Harris, 2010

  8. “Student Retention is one of the biggest concerns currently in higher education.” Kay Foster, 2003 (University of Teesside, UK)

  9. “There is growing pressure on all academic library managers to be more accountable for how they use limited resources and to achieve institutional outcomes perceived as important by college and university stakeholders…. One such outcome is student persistence.” Elizabeth Mezick, 2007 (Long Island University, Brookville, NY)

  10. Student Attrition • Why is student attrition big deal? • Not in line with our “goals & priorities” • Possible detrimental effect to students • Financial cost for all involved • Okanagan University College (1996) estimated $4,230 was lost by the institution for each student who did not continue into second year • Yorke (1999) estimated the average annual cost of student attrition in the UK = £100 Million (GBP) Lorelei Harris, 2010

  11. “The library benefits from taking a leadership role in contributing to a campus-wide approach to retention. Stanley Wilder, 1990 (Louisiana State University)

  12. Student Retention as a Topic for Library Research • Why should this be an important area for libraries? • Helps us tie-in with institutional goals and objectives • Helps to integrate the library with other departments & faculties • May open increased funding opportunities • Helps us better serve the needs of our users, students Lorelei Harris, 2010

  13. “The academic library in general, and academic librarians in particular, plays a pivotal role in the education and retention of students.” Maurie Caitlin Kelly, 1995 (University of Illinois, Chicago)

  14. “There remains a glaring lack of research on the effect the library environment has on students’ educational gains or outcomes.” Lemuel W. Watson, 2001 (Clemson University, West Lafayette, IN)

  15. Student Retention Literature • Library studies mainly focus on: • Statistically significant relationships between library expenditures, or staffing levels and student retention • E.g. Hiscock, 1986 Hamrick, Schuh, & Shelley, 2004 Mezick, 2007 Lorelei Harris, 2010

  16. Student Retention Literature • Relationships between library use (collections) and student retention • Student who borrowed books = more likely to persist • E.g. Kramer & Kramer, 1968 • Impact of information literacy instruction • Students involved in library skills programs showed lower attrition rates • E.g. Knapp, 1966 Lorelei Harris, 2010

  17. Student Retention Literature • Some on library involvement in first year experience programs; specific programs for “at risk” groups • NOT proven to have significant effect • E.g. Hollis, 2001 Colton, et al, 2002 Aguilar & Keating, 2009 Love, 2009 Lorelei Harris, 2010

  18. Student Retention Literature • Relationship between Library employment & retention • Higher completion rate among library student workers • E.g. Wilder, 1990 Rushing & Poole, 2002 Lorelei Harris, 2010

  19. Student Retention Literature • Significance of Library facilities • Looked at campus facilities, including Libraries; had slight impact on retention • E.g. Mallinckrodt ,1987 Lau, 2003 Lorelei Harris, 2010

  20. Retention Research: Lack of Consistency • Frequently confused terms • Different time periods covered • Different student types included/excluded Attrition Retention Persistence Completion Graduation Rates Lorelei Harris, 2010

  21. Student Retention Concepts • Institutional Retention • Enrolling & graduating from the same institution • Program Retention • Enrolling & graduating with the same major or in the same school/department as initially selected • System Retention • Students who leave one institution yet continue and complete post-secondary studies elsewhere Lorelei Harris, 2010

  22. Related Measures of Retention • Persistence • From first to second year? Entry to graduation? • Completion • From entry to graduation? (Student goals?) • Graduation Rates • What about transfers? Time period? • Attrition • Leaving institution? Leaving the system? Lorelei Harris, 2010

  23. Further Retention Concepts • Stopout • Leave postsecondary education with the intention (and action) of returning later to complete a program • Dropout • Leave postsecondary education with the intention (and action) of NOT returning • Transfer • Change institutions yet still persist in higher education • May change type of institution • Voluntary Attrition? • Involuntary Attrition? Lorelei Harris, 2010

  24. “Non-completion of courses is by no means always negative for the students concerned.” Kay Foster, 2003 (University of Teesside, UK)

  25. Why Students Leave: Theoretical Models • Students’ decision to leave University is influenced by many personal factors • Financial reasons • Family responsibilities • Lack of academic ability • Poor fit, etc. • Foundational Theories from Education / Psychology: • Tinto’s “Model of Student Integration” (1975) • Bean’s “Model of Student Attrition” (2000) • Bean & Eaton “Model of Student Retention” (2003) Lorelei Harris, 2010

  26. Tinto’s Model of Student Integration • Vincent Tinto (University of Syracuse, NY) • Initial model in 1975; revised in 1987 & 1994 • Focuses on importance of social and academic integration • Looks at “pre-entry” conditions, how experiences at school affect initial goals & values Lorelei Harris, 2010

  27. Tinto’s Model of Student Integration (1975) Lorelei Harris, 2010 Grayson & Grayson, 2003 (http://www.millenniumscholarships.ca/images/Publications/retention_final.pdf)

  28. Tinto’s Model of Student Integration • Pre-entry Characteristics: • Family background (socioeconomic status) • Degree of High school preparation • Individual Skills & Abilities • Initial Goals and Commitments • Career goals • Education goals • Commitment to the institution • Experiences in the Academic System • Grade performance • Interactions with faculty & peers Important: Social Integration & Academic integration Experiences lead to modified goals (student leaves) or consistent with beliefs (student stays) Lorelei Harris, 2010

  29. Tinto’s Model: Impact Students’ decisions to leave are based on two sets of conditions: 1) Internal to the student; pre-university conditions 2) External to the student; internal-to-the-institution conditions Criticisms of Tinto’s model: - most valid with white, middle class, residential campuses Bulk of Retention literature: - test, prove, refute, modify Tinto’s model Lorelei Harris, 2010

  30. Testing Tinto’s Model • Ernest T. Pascarella (University of Illinois) • Pascarella & Terenzini (1979) • Support Tinto’s model for students living in residence halls • Pascarella et al (1981) • Applied to commuter students – found Tinto’s model was insufficient to predict attrition in this group (different variables affected them more strongly) • Pascarella, Duby, et al (1983) • In a non-residential campus, Tinto’s model only partly worked (social integration was less significant) • Grayson & Grayson (2003) provide a review of other tests of Tinto’s model. Failure to accurately predict attrition in a variety of campus settings prompted further development Lorelei Harris, 2010

  31. “If strong linkages between libraries and student retention can be made, then the perceived value of the library may indeed rise.” Steven Bell, 2008 (Temple University, Philadelphia)

  32. Why Students Leave: Theoretical Models • J. Bean & B. Metzner: Model of Student Attrition (1985) • Focuses on 3 areas influencing student success: • Academic • Social-Psychological • Environmental (Pull factors) • More effective than Tinto re: non-traditional students • Also discusses sense of “self-efficacy” and “locus of control” • Taking personal ownership = greater success Lorelei Harris, 2010

  33. Bean & Metzner: Model of Student Attrition (1985) Grayson & Grayson, 2003 (http://www.millenniumscholarships.ca/images/Publications/retention_final.pdf) Lorelei Harris, 2010

  34. Why Students Leave: Theoretical Models • J. Bean & S. Bogdan Eaton: Model of Student Retention (2001) • Revised model to include: • Focus on Intent • More options for direct influence • Focus multiple factors at a time • Added “intermediate” influences Lorelei Harris, 2010

  35. Bean & Eaton: Model of Student Retention (2001) Bean, John and Shevawn Bogdan Eaton. “The Psychology Underlying Successful Retention Practices.” Journal of College Student Retention 3, no. 1 (2001): 73-89 Lorelei Harris, 2010

  36. How Does the Library Fit? • In Tinto’s model… (Social & Academic Integration) • ACADEMIC: Pre-college prep • More involvement in “zero-level” courses? • More partnership with high school programs? • SOCIAL: Peer group interaction • Availability of group spaces? • Peer-to-peer research assistance? • Learning Commons environments? • Also: use of student workers? Minority outreach? • Active learning in sessions we teach • SOCIAL: Faculty interaction • One-on-one consultations (have a direct contact person) • Office hour availability? Lorelei Harris, 2010

  37. How Does the Library Fit? • Bean’s model: • Pre-matriculation conditions – summer workshops, etc • Bean & Eaton’s model: • Self-efficacy • Teaching behaviors in Reference transactions help increase student confidence in their own abilities to succeed • Approach/Avoidance • Early library instruction helps overcome the avoidance response and empowers students • Service point staff attitudes • Looking for a consistent ‘message’ from the institution in order to feel they fit in with the institution Lorelei Harris, 2010

  38. To be successful, students “need to believe that they are effective academically and believe that they are in charge of their own outcomes.” John Bean and Shevawn Bogdan Eaton, 2001 (Indiana University / North Illinois University)

  39. How Does the Library Fit? (Academic & Social Integration) • Help students gain confidence in research abilities necessary for success • Group Study spaces meet “integration” needs • Assist student academic performance through better research & critical thinking skills • Staff attitudes and personal attention to students • Potential “first point of contact” = shape institutional fit Lorelei Harris, 2010

  40. “Anyone and everyone on campus can affect these attitudes, and for this reason everyone on campus is responsible for retention.” John Bean, 2005 (Indiana University, Bloomington)

  41. Current Initiatives, Future Directions…? • Foster integration into academic community: • Support student orientation efforts • Engage in first year instruction • Target “at risk” programs (minority groups, non-traditional students, etc) • Provide Individualized instruction/assistance at service points • Offer some student employment positions Lorelei Harris, 2010

  42. Current Initiatives, Future Directions…? • Offer Increased contact time with students • i.e. through holding departmental office hours • Provide contacts for distance learners • Serve as first point of contact for institution Lorelei Harris, 2010

  43. “While librarians have fewer opportunities to connect with students than classroom faculty do, institutions could certainly be doing more to…heighten student feelings of connectedness.” Steven Bell, 2008 (Temple University, Philadelphia)

  44. Current Initiatives, Future Directions…? • Possibilities for future research • Try looking at graduation rates of students who completed a Library Science course vs. classmates in same disciplines? • Further research like Kramer & Kramer • [looked at book borrowing; found library users = more likely to persist] • perhaps book circulation is not as relevant anymore – can we track login stats (length of time? Number of click-throughs?) per student & compare these stats with graduation rates? Lorelei Harris, 2010

  45. Current Initiatives, Future Directions…? • Comparison of completion rate at ‘like’ institutions with info commons library setting (lots of group interaction, etc) v.s. ‘traditional’? Look for data already available/easy to collect: • Sample of online reference users & graduation rates (already tracked…) • Look at retention in a department that has librarian office hours v.s. similar department that does not? Lorelei Harris, 2010

  46. “Retention is quite measurable…but proving that a student stayed in school due to one program is practically impossible.” John Bean, 2005 (Indiana University, Bloomington)

  47. “Five Point Plan for Success” (Bell 2008) • “Emphasize delivery of individualized research assistance and personal attention” • “Focus on research skill building as a core contributor to student academic success” (marketing Info Lit) • “Provide data that links student persistence and satisfaction to the library’s services, resources, and people” (moving beyond traditional counting) • Fight for the library’s role in campuswide programming • Consider ways to engage parents Lorelei Harris, 2010

  48. Recap… • Many things your library already does contributes to: • A sense of “fit” with the institution • Academic success • Social integration • Building relationships • Meeting individual needs • These are all directly related to models of student retention • Make a case for how your library “fits” in the mission and goals of your institution • You can back it up with theory • Explore options for further research on-the-ground Lorelei Harris, 2010

  49. “One way to demonstrate the library’s contribution is to assess whether students’ experiences with the library directly or indirectly contribute to desired outcomes of college.” George D. Kuh & Robert M. Gonyea, 2003 (Indiana University, Bloomington)

  50. Questions?? • Are you currently engaged in (intentional)student retention efforts in your library? • What assessment methods have you used? • Can you think of other library programs or services not mentioned that may be related to student retention? Lorelei Harris, 2010

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