role of the library in student retention

L O R E L E I H A R R I SO L A C O N F E R E N C E 2 0 1 0

U N I V E R S I T Y O F M I C H I G A NL O R E L E I H @ U M I C H . E D U

Academic Libraries & Student Retention

2/25/2010Lorelei Harris - Ontario Library Association Conference

Presentation with full speaker notes also available for download at: http://www.accessola.com/superconference2010/showSession.php?lsession=606

mailto:[email protected]�

http://www.accessola.com/superconference2010/showSession.php?lsession=606�



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)


“A high rate of attrition is indicative of a failure on the

part of an institution to achieve its purpose.”

El izabeth Mez ick , 2007( L o n g I s l a n d U n i v e r s i t y , B r o o k v i l l e , N Y )


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 Research2/25/2010Lorelei Harris - Ontario Library Association Conference

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


This presentation is NOT…

About teaching strategies to enhance students’ ability to retain knowledge of skills or class content

A presentation of new research


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


“Student Retention is one of the biggest concerns currently in

higher education.”

Kay Foster, 2003( U n i v e r s i t y o f T e e s s i d e , U K )


“There is growing pressure on a l l academic l ibrary managers to be more accountable

for how they use l imited resources and to achieve inst i tut ional outcomes perceived

as important by col lege and univers i ty stakeholders…. One such outcome is

student persistence.”

E l i z a b e t h M e z i c k , 2 0 0 7( L o n g I s l a n d U n i v e r s i t y , B r o o k v i l l e , N Y )


Student Attrition

Why is student attrition big deal?Not in line with our “goals & priorities”Possible detrimental effect to studentsFinancial cost for all involvedOkanagan 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)


“The l ibrary benefi ts from taking a leadership role in contr ibut ing to a

campus-wide approach to retent ion.

Stanley Wi lder, 1990( L o u i s i a n a S t a t e U n i v e r s i t y )


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 - Ontario Library Association Conference 2/25/2010

“The academic l ibrary in general , and academic l ibrar ians in part icular, plays

a pivotal role in the education and retent ion of students.”

Maur ie Cai t l in Kel ly, 1995( U n i v e r s i t y o f I l l i n o i s , C h i c a g o )


“There remains a glaring lack of research on the effect the l ibrary

environment has on students’ educational gains or outcomes.”

Lemuel W. Watson, 2001( C l e m s o n U n i v e r s i t y , W e s t L a f a y e t t e , I N )


Student Retention Literature

Library studies mainly focus on:

Statistically significant relationships between library expenditures, or staffing levels and student retention

E.g. Hiscock, 1986Hamrick, Schuh, & Shelley, 2004Mezick, 2007



Relationships between library use (collections) and student retention

Student who borrowed books = more likely to persistE.g. Kramer & Kramer, 1968

Impact of information literacy instruction

Students involved in library skills programs showed lower attrition ratesE.g. Knapp, 1966



Some on library involvement in first year experience programs; specific programs for “at risk” groups

NOT proven to have significant effect

E.g. Hollis, 2001Colton, et al, 2002 Aguilar & Keating, 2009Love, 2009



Relationship between Library employment & retention

Higher completion rate among library student workers

E.g. Wilder, 1990Rushing & Poole, 2002



Significance of Library facilities

Looked at campus facilities, including Libraries; had slight impact on retention

E.g. Mallinckrodt ,1987 Lau, 2003


Retention Research: Lack of Consistency

Frequently confused terms

Different time periods covered

Different student types included/excluded

Retention AttritionPersistence

CompletionGraduation Rates


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


Related Measures of Retention

Persistence From first to second year? Entry to graduation?

Completion From entry to graduation? (Student goals?)

Graduation RatesWhat about transfers? Time period?

Attrition Leaving institution? Leaving the system?


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?


“Non-completion of courses is by no means always negative for the

students concerned.”

Kay Foster, 2003( U n i v e r s i t y o f T e e s s i d e , U K )


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)2/25/2010Lorelei Harris - Ontario Library Association Conference

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


Tinto’s Model of Student Integration (1975)

Grayson & Grayson, 2003 (http://www.millenniumscholarships.ca/images/Publications/retention_final.pdf)

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)


Tinto’s Model: Impact

Students’ decisions to leave are based on two sets of conditions:1) Internal to the student; pre-university conditions2) 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


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


“If strong linkages between libraries and student retention can be made, then the perceived value

of the l ibrary may indeed rise.”

Steven Bel l , 2008( T e m p l e U n i v e r s i t y , P h i l a d e l p h i a )



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


Bean & Metzner: Model of Student Attrition (1985)

Grayson & Grayson, 2003 (http://www.millenniumscholarships.ca/images/Publications/retention_final.pdf)


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


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

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?


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


To be successful , students “need to bel ieve that they are effect ive

academical ly and bel ieve that they are in charge of their own outcomes.”

John Bean and Shevawn Bogdan Eaton, 2001( I n d i a n a U n i v e r s i t y / N o r t h I l l i n o i s U n i v e r s i t y )


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


“Anyone and everyone on campus can affect these attitudes, and for

this reason everyone on campus is responsible for retention.”

John Bean, 2005( I n d i a n a U n i v e r s i t y , B l o o m i n g t o n )


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



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


“While l ibrarians have fewer opportunities to connect with

students than classroom faculty do, institutions could certainly be doing

more to…heighten student feelings of connectedness.”

Steven Bel l , 2008( T e m p l e U n i v e r s i t y , P h i l a d e l p h i a )



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?



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?


“Retention is quite measurable…but proving that a student stayed in

school due to one program is practically impossible.”

John Bean, 2005( I n d i a n a U n i v e r s i t y , B l o o m i n g t o n )


“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 parents2/25/2010Lorelei Harris - Ontario Library Association Conference

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


“One way to demonstrate the l ibrary’s contr ibut ion is to assess whether

students’ experiences with the l ibrary direct ly or indirect ly contr ibute to

desired outcomes of col lege.”

George D. Kuh & Rober t M. Gonyea, 2003( I n d i a n a U n i v e r s i t y , B l o o m i n g t o n )


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?


References

Aguilar, Paulita and Kathleen Keating. “Satellite Outreach Services Program to Under-Represented Students: Being in Their Space, Not on MySpace.” The Reference Librarian 50 (2009): 14-27.

Astin, Alexander W. And Leticia Oseguera. “Pre-College and Institutional Influences in Degree Attainment.” In College Student Retention: Formula for Student Success, edited by Alan Seidman, 245-276. Westport, CT: Praeger Publishers, 2005.

Bain-Greenwood, Fiona. “Tackling the Drop-Out Rates: Strategies to Improve Persistence in Three Ontario Community Colleges.” Webinar (Jan 20, 2010) from the Consortium for Student Retention Data Exchange (University of Oklahoma) (http://csrde.ou.edu)

Bean, John and Shevawn Bogdan Eaton. “The Psychology Underlying Successful Retention Practices.” Journal of College Student Retention3, no. 1 (2001): 73-89.


http://csrde.ou.edu/�

References

Bean, John P. “Nine Themes of College Student Retention.” In College Student Retention: Formula for Student Success, edited by Alan Seidman, 215-243. Westport, CT: Praeger Publishers, 2005.

Bell, Steven. “Keeping them Enrolled: How Academic Libraries Contribute to Student Retention.” Library Issues (Sep 2008).

Berger, Joseph B. And Susan C. Lyon. “Past to Present: A Historical Look at Retention.” In College Student Retention: Formula for Student Success, edited by Alan Seidman, 1-29. Westport, CT: Praeger Publishers, 2005.

Braxton, John M. And Amy S. Hirschy. “Theoretical Developments in the Study of College Student Departure.” In College Student Retention: Formula for Student Success, edited by Alan Seidman, 61-87. Westport, CT: Praeger Publishers, 2005.


References

Brunsden, Vivienne and Mark Davies. “Why do HE Students Drop Out? A Test of Tinto’s Model.” Journal of Further and Higher Education 24, no. 3 (2000): 301-310.

Carpenter, Susan and Lesley Andres. Today’s Higher Education Students: Issues of Admission, Retention, Transfer, and Attrition in Relation to Changing Student Demographics. Victoria: The British Columbia Council on Admissions and Transfer, 1997. (online: http://www.bccat.bc.ca/pubs/today.pdf)

Colton, George M., Ulysses J. Connor Jr., Eileen L. Shultz, and Linda M. Easter. “Fighting Attrition: One Freshman Year Program that Targets Academic Progress and Retention for At-Risk Students.” Journal of College Student Retention 1, no. 2 (1999/2000): 147-162.

Dennis, Melissa. “Playing for Keeps: University Faculty and Staff Teaming Up for an Effective Student Retention Program.” Mississippi Libraries 71, no. 4 (2007): 89-92.


http://www.bccat.bc.ca/pubs/today.pdf�

References

Foster, Kay. “Libraries and Student Retention: Some Thoughts about the Issues and an Approach to Evaluation.” SCONUL Newsletter 28 (2003): 12-16.

Foster, Kay. Libraries and Student Retention: Report of the Services and Learning Evaluation Project. Teesside University, http://lis.tees.ac.uk/research/researchkf.cfm undated.

Grayson, J. Paul and Kyle Grayson. Research on Retention and Attrition.Montreal: The Canada Millennium Scholarship Foundation, 2003. (online: http://www.millenniumscholarships.ca/images/Publications/retention_final.pdf)

Gansemer-Topf, Ann M. And John H. Schuh. “Instruction and Academic Support Expenditures: An Investment in Retention and Graduation” Journal of College Student Retention 5, no. 2 (2003/04): 135-145.


http://lis.tees.ac.uk/research/researchkf.cfm�

http://www.millenniumscholarships.ca/images/Publications/retention_final.pdf�

http://www.millenniumscholarships.ca/images/Publications/retention_final.pdf�

References

Gohn, Lyle, James Swartz, and Sharon Donnelly. “A Case Study of Second Year Student Persistence.” Journal of College Student Retention 2, no. 4 (2000/01): 271-293.

Hagedorn, Linda Serra. “How to Define Retention: A New Look at an Old Problem.” In College Student Retention: Formula for Student Success, edited by Alan Seidman, 89-105. Westport, CT: Praeger Publishers, 2005.

Hamrick, Florence, John Schuh and Mack Shelley. “Predicting Higher Education Graduation Rates from Institutional Characteristics and Resource Allocation.” Education Policy Analysis Archives 12, no. 19 (2004). http://epaa.asu.edu/epaa/v12n19/ .

Hollis, Leah P. “Service Ace? Which Academic Services and Resources Truly Benefit Student Athletes?” Journal of College Student Retention 3, no. 3 (2001/02): 265-283.


http://epaa.asu.edu/epaa/v12n19/�

References

Kelly, Maurie Catlin. “Student Retention and Academic Libraries.” College & Research Libraries News (Dec 1995): 757-759.

Kramer, Lloyd A. and Martha B. Kramer. “The College Library and the Drop-Out.” College & Research Libraries 29, no. 7 (1968): 310-312.

Kuh, George D. and Robert M. Gonyea. “The Role of the Academic Library in Promoting Student Engagement in Learning.” College and Research Libraries (Jul 2003): 256-282.

Landrum, R. Eric. “The Responsibility for Retention: Perceptions of Students and University Personnel.” Journal of College Student Retention 3, no.2 (2001): 195-211.

Lau, Linda K. “Institutional Factors Affecting Student Retention.” Education 124, no. 1 (2003): 126-136.


References

Lindauer, Bonnie Gratch. “Defining and Measuring the Library’s Impact on Campuswide Outcomes.” College and Research Libraries (Nov. 1998): 546-563.

Love, Emily. “A Simple Step: Integrating Library Reference and Instruction into Previously Established Academic Programs for Minority Students.” The Reference Librarian 50 (2009): 4-13.

Ma, Xin and George Frempong. Reasons for Non-Completion of Postsecondary Education and Profile of Postsecondary Dropouts. Gatineau: Human Resources and Social Development, 2008.

McLaughlin, Gerald W., Paul V. Brozovsky and Josetta S. McLaughlin. “Changing Perspectives on Student Retention: A Role for Institutional Research.” Research in Higher Education 39, no. 1 (1998): 1-17.

Mezick, Elizabeth M. “Return on Investment: Libraries and Student Retention.” Journal of Academic Librarianship 33, no. 5 (2007): 561-566.


References

Mortenson, Thomas G. “Measurements of Persistence.” In College Student Retention: Formula for Student Success, edited by Alan Seidman, 31-60. Westport, CT: Praeger Publishers, 2005.

Mueller, Richard E. “Access and Persistence of Students in Canadian Post-Secondary Education: What We Know, What We Don’t Know and Why It Matters.” In Who Goes? Who Stays? What Matters? : Accessing and Persisting in Post-Secondary Education in Canada,edited by Ross Finnie, et al., 31-61. Kingston: Queen’s University, 2008.

Nora, Amaury, Elizabeth Barlow and Gloria Crisp. “Student Persistence and Degree Attainment Beyond the First Year in College: The Need for Research.” In College Student Retention: Formula for Student Success, edited by Alan Seidman, 129-153. Westport, CT: Praeger Publishers, 2005.


References

Oseguera, Leticia and Byung Shik Rhee. “The Influence of Institutional Retention Climates on Student Persistence to Degree Completion: A Multilevel Approach.” Research in Higher Education. (2009) 50: 546-564.

Pierard, Cindy and Kathryn Graves. “The Greatest Problem with Which the Library Is Confronted: A Survey of Academic Library Outreach to the Freshman Course.” In Making the Grade: Academic Libraries and Student Success, edited by Maurie Caitlin Kelly and Andrea Kross, 71-90. Chicago: American Library Association, 2002.

Pike, Gary R., George D. Kuh, and Robert M. Gonyea. “The Relationship Between Institutional Mission and Students’ Involvement and Educational Outcomes.” Research in Higher Education 22, no. 2 (2003): 241-261.


References

Primary Research Group. The Survey of Student Retention Policies in Higher Education. New York: Primary Research Group, 2008.

Potts, Glenn and Brian Schultz. “The Freshman Seminar and Academic Success of At-Risk Students.” College Student Journal 42, no. 2 (2008): 647-658. (html version; unp)

Rowley, Jennifer. “Retention: Rhetoric or Realistic Agendas for the Future of Higher Education.” International Journal of Educational Management17, no. 6 (2003): 248-253.

Rushing, Darla and Deborah Poole. “The Role of the Library in Student Retention.” In Making the Grade: Academic Libraries and Student Success, edited by Maurie Caitlin Kelly and Andrea Kross, 91-101. Chicago: American Library Association, 2002.

Seidman, Alan. “Where We Go From Here.” In College Student Retention: Formula for Student Success, edited by Alan Seidman, 295-316. Westport, CT: Praeger Publishers, 2005.


References

Tinto, Vincent. “Epilogue: Moving from Theory to Action.” In College Student Retention: Formula for Student Success, edited by Alan Seidman, 317-333. Westport, CT: Praeger Publishers, 2005.

Tinto, Vincent. “Forward.” In College Student Retention: Formula for Student Success, edited by Alan Seidman, ix-xiv. Westport, CT: Praeger Publishers, 2005.

Tinto, Vincent. “Research and Practice of Student Retention: What Next?” Journal of College Student Retention 8, no. 1 (2006): 1-19.

Tinto, Vincent. “Taking Student Retention Seriously,” Annual Recruitment and Retention Conference, Texas Higher Education Coordinating Board. Austin, TX, 19 June 2001. Retrieved 4 Jan 2010 from http://www.mcli.dist.maricopa.edu/fsd/c2006/docs/takingretentionseriously.pdf


http://www.mcli.dist.maricopa.edu/fsd/c2006/docs/takingretentionseriously.pdf�

http://www.mcli.dist.maricopa.edu/fsd/c2006/docs/takingretentionseriously.pdf�

References

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University of Lethbridge. “Goals and Performance Measures.” 2006-07 Annual Report to Alberta Advanced Education and Technology. http://www.uleth.ca/vpadmin/Documents/Annual%20Report_06-07_Ver%201.0_Jan%207-08%20FINAL.pdf

University of Lethbridge. “Record of Success.” Accountability. http://www.uleth.ca/accountability/record.html.

Watson, Lemuel W. “How do Students’ Perceptions of their Library Usage Influence Their Educational Outcomes?” College Student Journal (Sep 2001). http://findarticles.com/p/articles/mi_m0FCR/is_3_35/ai_80744649/print.


http://www.uleth.ca/vpadmin/Documents/Annual Report_06-07_Ver 1.0_Jan 7-08 FINAL.pdf�

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References

Weiner, Sharon. “The Contribution of the Library to the Reputation of a University.” Journal of Academic Librarianship (Jan 2009): 3-13.

Whitmire, Ethelene. “Academic Library Performance Measures and Undergraduates’ Library Use and Educational Outcomes.” Library and Information Science Research 24 (2002): 107-128.

Wilder, Stanley. “Library Jobs and Student Retention.” College & Research Libraries News (Dec 1990): 1035-1038.

Zepke, Nick and Linda Leach. “Integration and Adaptation: Approaches to the Student Retention and Achievement Puzzle.” Active Learning in Higher Education 6, no. 1 (2005): 46-59.


role of the library in student retention

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