ARL Fall Association Meeting October 4, 2017

Jan Fransen (fransen@umn.edu) Shane Nackerud (snackeru@umn.edu)

University of Minnesota Libraries

Using Library Data to Improve the Student Experience

Library Impact on Student Success

Back in 2011…

And how do you measure success?

Are there correlations between library use and student success measures?

What are we tracking?

Library Data

http://www.flickr.com/photos/tekmagika/ https://creativecommons.org/licenses/by-nc-nd/2.0

Privacy vs. “personally identifiable information”

User Y used an E-Journal

User X used a Book

Tracking specific users tied to broad, general use

Workstation Data • Logins

Reference Data • Online Reference • Peer Research

Consultants

Circulation Data • Alma • ILL (both Loans and Articles)

Instruction Data • Workshops • Course Integrated • Online Intro to Library

Research tutorial

Digital Data • Databases • E-Journals • E-Books • Website/Other • Reserves

And how do you measure success?

Are there correlations between library use and student success measures?

Grade Point Average

Retention

o ir.umn.edu

College Environment Freshman Seminar Access to Success program Residence Hall College

Prior Academics ACT/SAT Score AP credits

Demographics Gender Race/Ethnicity Pell Grant Recipient Veteran Status First Generation college student

Correlative analysis

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Digital: Graduate Student Use

Demographic analysis

https://www.flickr.com/photos/b-tal/ https://creativecommons.org/licenses/by-nc/2.0/

• Transparency • Opt In or Opt Out? • Institutional Review Board • Level of collection

• Personally identifiable information and identifiable materials/services/resources

• Data retention and security • University policies? • State laws?

Privacy considerations

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CC BY-SA 3.0

Seat at the Learning Analytics table

Research Studies with the Office of Institutional Research

Groundwork

The importance of benchmarking

What percent of undergrads will use your library this semester?

Library Users, 77%

23%

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Percent of Undergrad Library Users Fall 2011

Library Users, 77%

Library Users, 88%

23% 12%

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Percent of Undergrad Library Users Fall 2011 vs. Fall 2016

• For 2011 first year students, use of the library (digital, circulation, workstation, instruction, reference) in first year had a strong, positive correlation to:

• Grade Point Average • Retention to Spring and to second year • Indicators of Scholarship (as measured by SERU) • Indicators of Academic Engagement (as measured

by SERU) • When controlling for Demographics, Academic

Background, and Student Experience variables (and other factors for some studies)

2011 First Year Cohort

In other words, people who used electronic resources were ALMOST TWICE AS LIKELY to graduate in four years vs. those who did not.

Use Times more like to graduate in four years

Times more likely to be enrolled in four years

Any Library 1.441 1.389

Electronic Resources 1.924 1.450

Books 1.337 <no correlation>

Workstations <no correlation> <no correlation>

Library Instruction Class <no correlation> 1.402

Reference <no correlation> <no correlation>

Latest Findings (2011 First Year Cohort)

Does the rest of the University of Minnesota care?

Is this just a library thing?

Provost Karen Hanson Remarks at the Libraries IMLS National Medal

Celebration, July 19, 2017

[The Libraries] are critical to supporting student success, which is one of our highest priorities at the University. Libraries researchers have gathered compelling data that indicate that undergraduates are more successful (as gauged by higher GPAs, higher retention rates, and higher 4-year graduation rates) when they use our Libraries.

B. Pursel and D. Wham, Penn State’s Predictive Modeling Journey. Presentation to Unizin LA CoP. March 3, 2017.

What interventions work best? What can we do during the semester? Is/How is library use predictive of success measures?

Next up

APLUS

Testy McTest Library Activity—Spring 2017

Intro to Library Workshop—1/21/2017 Checked out 2 items—2/5/2017 Viewed 3 e-journals—2/6/2017

Peers Me

Library use this semester

Student’s class gets

library instruction

Student has no measurable

interaction with library during

subsequent two weeks

Advisor notified and

can reach out

Possibilities to explore

• A project of the University of Minnesota Libraries, in collaboration with the University of Minnesota Office of Institutional Research

• Krista Soria (OIR) • Shane Nackerud (Libraries)

• Jan Fransen (Libraries) • Kate Peterson (Libraries) • Kristen Mastel (Libraries)

• More information about the project on our blog at z.umn.edu/LDSS

• Find a list of our publications at z.umn.edu/LDSSPubs

Library Data & Student Success