Academic Libraries Boost Student Retention

Academic Libraries & Student
Retention

Presentation with full speaker notes
also available for download at:
http://www.accessola.com/supercon
ference2010/showSession.php?lses
sion=606

LORELEI HARRIS
OLA CONFERENCE 2010
UNIVERSITY OF MICHIGAN
LORELEIH@UMICH.EDU
Lorelei Harris - Ontario Library Association Conference 2/25/2010

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.”
Elizabeth Mezick, 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 Research

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.”

K a y F o s t e r, 2 0 0 3
( U n i v e r s i t y o f Te e s s i d e , U K )


“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
( 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 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)


“The library benefits from taking a
leadership role in contributing to a
campus-wide approach to retention.

S t a n l e y W i l d e r, 1 9 9 0
(Louisiana State University)


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


“The academic library in general, and
a c a d e m i c l i b r a r i a n s i n p a r t i c u l a r, p l a y s
a pivotal role in the education and
retention of students.”

M a u r i e C a i t l i n K e l l y, 1 9 9 5
(University of Illinois, Chicago)


“There remains a glaring lack of
research on the effect the library
environment has on students’
educational gains or outcomes.”

L e m u e l W. Wa t s o n , 2 0 0 1
( 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, 1986
Hamrick, Schuh, & Shelley, 2004
Mezick, 2007



 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



 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



 Relationship between Library employment &
retention

 Higher completion rate among library student
workers

 E.g. Wilder, 1990
Rushing & 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

Attrition
Retention
Persistence
Completion
Graduation Rates
 Frequently confused terms

 Different time periods covered

 Different student types included/excluded

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 Rates
 What 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.”

K a y F o s t e r, 2 0 0 3
( U n i v e r s i t y o f Te 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)

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 Important:
Social Integration
& Academic integration
 Initial Goals and Commitments
 Career goals Experiences lead to modified
goals (student leaves) or
 Education goals
consistent with beliefs
 Commitment to the institution
(student stays)

 Experiences in the Academic System
 Grade performance
 Interactions with faculty & peers


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


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 library may indeed rise.”

Steven Bell, 2008
( Te 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?



 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 b e s u c c e s s f u l , s t u d e n t s “ n e e d t o
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)


(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 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
( Te 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


“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

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

“ O n e w a y t o d e m o n s t r a t e t h e l i b r a r y ’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


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 Retention
3, no. 1 (2001): 73-89.

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.

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.


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
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.

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
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 Management
17, 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/takingretentionseriou
sly.pdf

References

 Titus, Marvin A. “An Examination of the Influence of Institutional
Context on Student Persistence at 4-year Colleges and Universities: A
Multilevel Approach.” Research in Higher Education 45 no 7 (2004)
673-699.
 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.

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.


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