Libraries and student persistence at southern colleges and universities

Teske, Boris; DiCarlo, Michael A.; Cahoy, Dexter

doi:10.1108/00907321311326174

Cited by 12 publications

(10 citation statements)

References 19 publications

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“…In a study drawing data from the Integrated Postsecondary Education Data Survey, Boris Teske, Michael DiCarlo, and Dexter Cahoy examined the correlation between different library measures and retention and graduation rates. 7 Their measures included library expenditure per full-time equivalent (FTE) student, library staffing, professional salaries, book expenditure, book acquisitions, book collection size, circulation, information services, and library instruction. The strongest correlations were for doctoral research universities.…”

Section: Literature Reviewmentioning

confidence: 99%

The Academic Library and Student Retention and Graduation: An Exploratory Study

Crawford¹

2015

pla

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This study analyzed the relationships between variables of institutional expenses, library expenses, and library use and variables representing graduation and retention rates for colleges and universities. Using data drawn from the Integrated Postsecondary Educational Data System and the Academic Library Survey, institutions were compared by their Carnegie Classification of Institutions of Higher Education and by control (private or public). ANOVA (analysis of variance) results, indicating the degree of difference or similarity between the groups of data, show that the colleges and universities vary significantly in expenses per student and in use of the library per student. Correlations showed that library expenses per full-time equivalent (FTE) and instruction expenses per FTE had the highest overall relationship with graduation and retention rates.

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Section: Literature Reviewmentioning

confidence: 99%

The Academic Library and Student Retention and Graduation: An Exploratory Study

Crawford¹

2015

pla

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“…This includes offering first year orientation programs and creating strategic partnerships with student support services and faculty (Blackburn, 2010;Grallo, Chalmers, & Baker, 2012;Hagel et al, 2012;Soria, Fransen, & Nackerud, 2013). Further supporting this notion is research suggesting that library expenditures, including the number of library staff, library salaries and staffing, book acquisitions, and library instruction also play a positive role in retention; the higher the expenditure, the higher the retention rate (Emmons & Wilkinson, 2011;Mezick, 2007;Teske, DiCarlo, & Cahoy, 2013).…”

Section: Literature Reviewmentioning

confidence: 96%

Information Literacy and Retention: A Case Study of the Value of the Library

Catalano

Phillips

2016

EBLIP

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Objective - The authors investigated the impact of library instruction on information literacy (IL) skills as part of ACRL’s AiA initiative. Additionally, the researchers sought to determine whether there was a relationship between IL tests scores and research experiences with student success outcomes such as retention. Methods - The researchers administered a standardized IL test to 455 graduate and undergraduate students in multiple disciplines. They then collected outcome data on GPA, retention, and graduation three years later. Results - While there were no significant differences between those students who had instruction and those who did not on the IL test, a regression analysis revealed that experience writing research papers that required library resources and an individual’s use of library books throughout their academic career demonstrated significant, positive relationships with whether a student passed the information literacy test. Additionally, using the longitudinal data on GPA, retention, graduation, and employment, the researchers found that students’ IL scores were significantly correlated with their GPAs, and that students who passed the IL test were more likely to be retained or graduate within six years. Conclusion - The ability to demonstrate IL skills appears to contribute to retention and graduation and, therefore, may be an integral part of one’s academic success. Further, experience writing research papers and other meaningful assignments contributes to student success.

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“…Scholarly literature in the library and information science field does not address the role libraries play in advancing OER initiatives, and the contributions OERs may have to student success. For example, Teske et al (2013) investigated the correlations of academic library statistics with first-year retention and six-year graduation rates. While the study discovered predictor values of reference transactions, book expenditure, acquisitions, collection sizes, and circulation for retention and graduation rates, there was no discussion about the impact of the library in OER initiatives.…”

Section: Successmentioning

confidence: 99%

Equitable student success via library support for textbooks

Wimberley

Cheney

Ding

2020

RSR

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Purpose The cost of course materials to the individual student has increased over the past decade, contributing to educational inequity. Open educational resources (OERs) may be a solution and research validates their positive impact on student success outcomes (Colvard et al., 2018; Feldstein et al., 2012). Few studies, however, examine the role that library collections play in addressing course materials cost and student success. This paper aims to investigate whether materials costs are a significant factor in course pass rate and whether the library has a positive impact on pass rates. Design/methodology/approach Using required texts listed in syllabi for select undergraduate courses at California State University, Northridge (CSUN), the authors compare course materials costs for each course to the pass rate. The authors then measure the impact of course materials cost on the achievement gap between Pell Grant eligible and non-eligible students. Findings This study confirms previous research indicating that reduced course materials costs have a measurable impact on student success, in that the total minimum cost of required materials has a statistically significant effect on the percentage of students who pass a course. However, course reserves slightly increase the disparity between high-income and low-income students, suggesting that course reserves are a less effective way of supporting the latter compared to OERs. Originality/value This study is unique in examining the effect of the cost of course materials on students, regardless of the source of cost reductions. Most literature focuses on the qualitative efficacy of OERs instead of measured impact or the relationship between the cost of course materials and student success. The authors investigate the connection between OERs, library engagement and student success.

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Libraries and student persistence at southern colleges and universities

Cited by 12 publications

References 19 publications

The Academic Library and Student Retention and Graduation: An Exploratory Study

The Academic Library and Student Retention and Graduation: An Exploratory Study

Information Literacy and Retention: A Case Study of the Value of the Library

Equitable student success via library support for textbooks

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