Presenters: Alison Cook, Florence Wakoko, Paul Luft, Paula Adams. The Columbus State University Libraries assessment study provides a holistic way data can be measured and analyzed to reveal user attitudes, usage patterns and ideas for a better approach to providing academic support. This presentation illustrates how CSU Libraries used comprehensive assessment methods to generate qualitative and quantitative data that link the value of the library to institutional goals and successes.

1. REIMAGINING THE
LIBRARY’S
CONNECTION TO
STUDENT SUCCESS:
An Assessment Revelation
COMO 2016- Athens, Georgia

2. Presenters from Columbus State University
 Alison Cook, Business Liaison & Government Documents Coordinator
 Dr. Florence Wakoko, Assistant Director, Library Assessment
 Paul Luft, Science Liaison
 Paula Adams, Head of Reference Services & Student Outreach

3. COLUMBUS STATE
UNIVERSITY
LIBRARIES

4. Who Are We?
 CSU founded in 1958, library first built in 1959
 Regional State University
 Student Enrollment (Fall 2015) = 8,400
 1,503 are graduate students (Fall 2015)
 11 Post graduate degree programs
 CSU Library current building built in 1975
 Currently houses over 400,000 volumes

5. Two CSU Libraries
Music Library (RiverPark Campus) & Main Campus Library

6. So, What’s There to Prove?
 The major question is………..
 Why do we care?
 The good news: The literature also suggests there may well be some
correlation between library use (Soria et al, 2013) and more importantly,
library instruction (Cook, 2014) and student academic success.
 Assessment and the CSU Libraries past efforts.

7. What’s the Point of it All?
 Academic libraries and methodologies used for such assessment.
Institutional data and library related data (Stone, Ramsden, 2013)
(Cook, 2014)
 CSU Libraries and a multi-modal approach.
 Our next presenter will provide more details concerning how we came
to this question……

8. CONCEPTUAL MODEL
Visualizing How and Where to Begin

9. Figure 1: Examining What We Provide
Library Services
CSU Libraries
Student Networking
Student
Research
Collaborative Learning Spaces
Consultations
Forums
Bis/Library workshops
E-Resources
LIBR 1105 Class
2 Credit Hrs.
Reference DeskAccess Services

10. CONCEPTUALLY CONNECTING LIBRARY
SERVICES TO STUDENT SUCCESS
(Figure 2)
COLLECTIONS
LIBRARY INSTRUCTION
LIBRARY PHYSICAL SPACE
STUDENT SUCCESS
LIBRARY SERVICES
Person-Environment Interaction Models (PEIM)
(Strange and Banning, 2006)
Physical surrounding (Learning Spaces)
Socialization
Social Climate & Culture
Organizational Structures & Polices
GPA
Satisfaction
Graduation Rate

11. REVIEWING THE LITERATURE
How are others defining student success and measuring the value of
libraries?

12. Which Studies Should We Consider?
There are tons of studies done that try to measure and/or define
student success
A comprehensive picture of different schools
 Demographics
 Geographic location
 Size of student body
 Program areas
Universities similar to CSU in student composition
Universities in Georgia and with in the University System of Georgia
(USG)
Continually cited in research

13. Highlighted Research Studies
1. University of Minnesota- Twin Cities (large public university)
2. United Kingdom: 8 unidentified universities of various sizes,
demographics, urban and rural surveying 33,074 undergraduate
students
3. University of West Georgia: mid-sized public university, similar to
demographic of Columbus State University, and a USG sister school
4. Georgia State College: Large metropolitan research university and
USG sister school
5. University of Nebraska- Lincoln: Large public university

14. How do other schools define student
success?
 All schools highlighted used different factors and asked different
questions
Different but similar to what we at CSU were trying to learn and define
All studies looked at came up with a definition of what student success
is AND defined how they would measure it
Common themes, definitions, and questions surrounded:
 Grade point average (GPA)
 Retention Progression Graduation (RPG)
 Format of instruction: one-shot classes, for credit library courses
(LIBR 1105)

15. Author(s) Research Question(s)/Statements Element Looked At
Soria, K. M. & Fransen, J. &
Nackerud, S.(2013)
Large public university- University of Minnesota- Twin
Cities
Is the use of the library, especially by first-year
students, associated with academic success and
retention?
- Logins to databases and websites
- Participation in workshops
- Demographics, academic background,
ethnicity, race, ect.
Weaver, M. (2013)
Looked at universities across the US and the UK
How are academic libraries developing and
supporting students into and beyond higher
education?
- Tied common themes of library use and
the success
- Retentions rates
Stone, G., & Ramsden, B. (2013)
Looked at 33,074 undergraduate students across eight UK
Universities
There is a statically significant correlation
between library activity and student
attainment.
- e-resource usage, library borrowing
statistics
- Gate count
- Compared against final degree award
Cook, J. M. (2014)
University of West Georgia
How does the library contribute to
student retention and graduation rates?
- RPG rates of full-time students entering
UWG in the fall semester of each year
- First-year students (never took a college
course)
Kot, F. C., & Jones, J. L. (2015)
Georgia State College
How does using library resources and services
impact undergraduate students' academic
performance in their first term?
- GSU Library provided data on student's utilization
of library workstations, group study room
reservations, and research clinic attendance.
- Office of Institutional Effectiveness merged
library use data with student background
characteristics and academic records.
- GPA

16. Study Research Question(s)/Statements Findings
Soria, K. M. & Fransen, J. & Nackerud, S.(2013)
Large public university- University of Minnesota-
Twin Cities
Is the use of the library, especially by first-year
students, associated with academic success and
retention?
- Students who use the library had an average GPA of 3.18
vs. 2.98 average GPA of students who did not use the
library
- significant association between library usage and
students' first to second semester retention.
- The most significant correlation observed between the
number of databases and e-journals accessed and
enrollment into a LIBR type course
Weaver, M. (2013)
Looked at universities across the US and the UK
How are academic libraries developing and
supporting students into and beyond higher
education?
- Retention is increased if the library is used within the first
few weeks.
- Student engagement is critical to retention: Librarians
need to engage students in their learning.
- The more resources used = more likely student will attain
a degree
Stone, G., & Ramsden, B. (2013)
Looked at 33,074 undergraduate students across
eight UK Universities
There is a statically significant correlation between
library activity and student attainment.
- Statistical analysis shows a positive relationship between
book borrowing and degree result
- No correlation between library entries and degree
attainment
- The library is important to students regardless of what
they could find on the internet
Cook, J. M. (2014)
University of West Georgia
How does the library contribute to student
retention and graduation rates?
- Graduation rates were higher for those who took a for-
credit library course
- GPA significantly higher than those that those who did
not take the course
Kot, F. C., & Jones, J. L. (2015)
Georgia State College
How does using library resources and services
impact undergraduate students' academic
performance in their first term?
- Student credit load appeared to be positively related to
the likelihood of using library workstations
- Increased use of workstations by a student lead to higher
GPA
- Possible bias in the study
Findings
Students who use the library had an average GPA of 3.18 vs. 2.98 average GPA of students who
did not use the library
significant association between library usage and students' first to second semester retention.
The most significant correlation observed between the number of databases and e-journals
accessed and enrollment into a LIBR type course
Student engagement is critical to retention: Librarians need to engage students in
their learning.
Statistical analysis shows a positive relationship between book borrowing and
degree result
Graduation rates were higher for those who took a for-credit library course
GPA significantly higher than those that those who did not take the course
Increased use of workstations by a student lead to higher GPA

17. More Takeaways From the Literature
Students value the library
They want library resources and will use them
It is not the reason why they choose the university, but a reason why
they stay (Weaver, 2013)
The IS a correlation between student success and use of the library

18. Questions We Wanted Answered
How do students use library resources?
What is the value of the library to students?
What is the impact of library on student success?
Hypothesis
There IS a correlation that CSU Libraries too, has an impact upon student
success through support services and resources offered!

19. THE METHOD
The Rationale For the Narrative

20. Mixed-Methodological Approach
September 2015 research process began
Formed the Library Research Team
Literature review relevant to the study
Institutional Review Board (IRB) for review and approval
Sampling Technique

21. Methods: Research Questions
1) What percentage of students use library services regularly?
2) How do students rate the value of library services?
3) Does library usage relate to student academic performance? If
so, which services and resources have the most impact?

22. Method Data Discussed
SURVEYS
Fall 2015
Qualtrics Software, MS Excel & SPSS
 Library Usage
 Perceptions of library services on academic
achievement
 Satisfaction Ratings
 Relationship between library use and G.P.A
(correlation/linear regression analysis)
FOCUS GROUPS
Spring 2016
6 focus-groups: 4 student groups (N= 35);
2 Groups Faculty/staff (N = 15).
Key Themes
Library Instruction (LIBR course); Collections
Technology: computers, and Online resources --
GALILEO, GIL, ILL
Facilities / Learning Spaces; Staff support
DeskTracker, Library Services Data Collection Tool
(Annual Reports)
Office of Institutional Research (Spring 2016)
Gate Count, Online Searches
Institutional data on graduation rates (LIBR 1105)
Figure 3: Summary of Methods

23. Answer % Count
Female 69.96% 333
Male 30.04% 143
Total 100% 476
Figure 4:Respondent Characteristics by Sex

24. Question Female Male Total
Black/African
American
77.44% 151 22.56% 44 195
Hispanic/Latin
American
47.83% 11 52.17% 12 23
Pacific Islander/Asian 81.82% 9 18.18% 2 11
Middle Eastern 100.00% 4 0.00% 0 4
Native American 0.00% 0 0.00% 0 0
White/Euro American 65.14% 142 34.86% 76 218
Other, please specify 62.50% 15 37.50% 9 24
Figure 5:Respondent Characteristics (by Race/Ethnicity)

25. Figure 6: Respondent Characteristics (by Sex & Academics
Classification) (N= 476)
Question Female Male Total
Freshman 75.41% 46 24.59% 15 61
Sophomore 74.73% 68 25.27% 23 91
Junior 65.42% 70 34.58% 37 107
Senior 67.14% 94 32.86% 46 140
Other (Please specify) 71.43% 55 28.57% 22 77

26. Figure 7: Respondent Characteristics
(N=576)
Answer Response %
International Students 15 3%
Transfer Student 91 20%
Fully-Online Degree Student 31 7%
Military/Veteran 50 11%
Traditional College Student 263 57%
Non-traditional College
Student
76 17%
First Generation student (1st in
my family to attend college
50 11%

27. RESULTS
Q1:Students using library services (Figure 8)
434
21 29
0
50
100
150
200
250
300
350
400
450
500
Main Library RiverPark Use Both Libraries
LIBRARIES RESPONSE %
Schwob Library (Main campus) 434 89.67
Music Library (River Park) 21 4.34
Use both libraries 29 5.99
Total 484 100

28. Various ways in which students use library
services at CSU

29. Planning meetings for student clubs

30. Networking, consultations & collaborative
work

31. Use Printing & Photocopying Services

32. Access & use computers, Chrome Books & WiFi
connection

33. Hangout/catch up on unfinished business

34. Annual Library Usage by Patrons (Figure 9)
0
50,000
100,000
150,000
200,000
250,000
300,000
350,000
400,000
450,000
500,000
2013 2014 2015 2016
Gate Count Totals
Gate Count Totals
Y
E
A
R
T
O
D
A
T
E
June JuneJuneJune

35. Searches of Online Resources (Figure 10)
Annual Totals # of Searches
2012-2013 2,395,336
2013-2014 4,627,670
2014-2015 6,367,318
2015-2016 6,003,3890
1,000,000
2,000,000
3,000,000
4,000,000
5,000,000
6,000,000
7,000,000
2012-2013 2013-2014 2014-2015 2015-2016
Annual Totals
Annual Totals
Y
E
A
R
T
O
D
A
T
E

36. Q2 (a). How do students perceive the value of the
selected Library services ? (Figure 11)

37. Student Perceptions of Helpfulness
(Figure 12)
Resources with
relatively low ratings
of use
Resources Most Used
Interlibrary Loan 76% Online Databases
(GALILEO)
96%
Library Instruction 76% Printing 93%
CSU E-Press 71% Library Computers 93%
Universal Cataloging
(GIL)
91%

38. Summary of Services Used in the Library
(Figure 13)
Response Percentage of students who have used services
Have you ever -Taken LIBR 1105 --
Academic Research Methods course
97%
Have you ever Participated in library
workshop (e.g. by a librarian who visited
your class).
91%
Have you ever -Taken a course in which
the instructor required you to use library
resources
77%
Have you ever Participated in Online
library tutorials
93%
Have you ever -Attended a lecture at the
CSU Libraries
82%
Have you ever -Attended a Workshop at
the CSU Libraries
96%

39. Learning activities
Percent of students who say that by having
access to, and use of library services, they have
been able to successfully perform the listed
activities
Locate print, electronic, and multimedia
resources
86%
Gather information ethically to avoid
plagiarism and copyright issues
83%
Write a successful research assignment/paper 83%
Earn better grades on research assignments 81%
Q2(b) What impact has CSU libraries had on
your ability to do the following: (Figure 14)

40. Q2 To what extent are you satisfied with the following
Library Services ? (Figure 15)
Question Total Response Response Rate
Very Satisfied 192 40.94%
Satisfied 260 43.28%
Dissatisfied 10 2.13%
Very Dissatisfied 7 1.49%
Total 469 100.00%

41. Q3.If library usage relate to student academic performance, which
services have the most impact? (Figure 16)
R2= 0.140 F= 48.7 P= 0.000
Parameters
N=331
Standardized Beta Coefficients P- value
Taken LIBR 1105—Academic
Research Methods course
0.022 0.682
Participated in a library workshop (e.g.
by a librarian who visited your class)
0.113 0.045***
Taken a course in which the instructor
required you to use the library
-0.076 0.473
Participated in Online library tutorials 0.541 0.03*
Attended a lecture at the CSU
Libraries
-0.804 0.422
Attended a Workshop at the CSU
Libraries
0.594 0.000***

42. Six Year Graduation Rates for FTFT Students Taking LIBR 1105
(Figure 17)

43. Graduation Rates for FTFT Library Students (Figure 18)

44. FOCUS GROUPS RESULTS
RiverPark Campus & International Students

45. Figure 19: RiverPark Focus Group
Resources Thread
Battle of the Print Books vs EBooks
Print Books E-Books
Some students prefer print books
(Survey seem to indicate that students
want print books related to courses )
Some students prefer e-books
Some profess require print books for
assignments (Informal polling
Suggest the same)
Ebooks provide multiple copies
A social science major wants more
than one book on a subject because of
different viewpoints on a
topic.
Ebooks are more current
Access to computers - Not everyone
has access to computers or not enough
computers to access ebooks
“Print books are outdated”

46. RiverPark Focus Group
Library Spaces Thread
Study Areas=
Forum Areas=
Workshops=

47. RiverPark Focus Group
Library Services Thread
Librarians & Staff
Finding information (electronically and physical location)
Providing Research Advice & Developing Topics
Understanding the available resources
Bibliographic Instruction
Beneficial that librarian came to her class in her freshmen years
Functionality of the Library: and Interlibrary loan
Librarians and Staff are AWESOME!

48. Library Space: Noise
Noise: 1st Floor, 2nd Floor
“Not enough quiet spaces in the library”
Einstein’s: Extremely Loud = Noisy Squared
“Dislike coming to library between 12-1:30”
A positive comment: “I like the food and studying”
Separate But Special Issue
“The Music Library does not feel welcoming to
Non-art majors “

49. International Students & Library
Services
 “Librarians don’t connect with international students”
 “People in the library don’t understand international students”
 “Make resources/services known to international students”
 “Hire international students”
Positives
• Library hours are good
• White boards are good

50. International Students &Library Spaces
“More quiet spaces”
“(MC) Paint Color and Carpet color needs to change”
“Library need to focus on more study rooms”
“Einstein's is convenient” /“Designated spaces for eating”
“Designated social spaces in the library”
*MC= Multiple Comments*

51. International Students &
Technology
 Not enough outlets for charging laptops
 Wi-fi is spotty on 3rd floor
Figure 20: International Students & Resources
Print Books E-Books
Print Books are old Electronic books are easy to access
Interlibrary loan books should be added to
the collection
I use online resources heavily
Never find what I need

52. FOCUS GROUPS RESULTS
Graduate and LIBR 1105 Students

53. Graduate Students: 8 Participants
Collection: students used the
library resources and found
them helpful in their academic
success; love historical
collections
Technology: Wi-fi is spotty at
best on the 2nd and 3rd floors of
the library; love dual monitors;
want longer checkout period for
laptops
Services: Promote more services
and resources so students will
know about them; love online
services; staff is helpful
 “If it weren’t for the library sources, I
couldn’t be successful in my classes.”
“The checkout hours [for laptops] are
actually only three hours of limit. We feel
that it could have been like five to six
hours.”
“The online services are absolutely
fantastic. I have never had any issues with
those…”

54. Graduate Students Continued
Instruction: wished librarians
would come to graduate classes
like they do for undergraduate
courses
Library Space: Quiet rooms don’t
help with noise
 “Library should create videos to
promote library services and
resources.”, “Create an LIBR
course for graduate student
research;” “LIBR should be
mandatory or something”
“[The noise] deters me from
coming in.”

55. LIBR 1105: 2 Credit Information Literacy Course:
10 Participants
 Technology: Love two computer screens

 Space: Study rooms are not any quieter
 Collections
 Instruction: LIBR should be shorter; wished
they had taken it in the beginning.
 “You look back and you say, wow, if I had
taken this in the beginning I'd have such
great papers.”
 “LIBR should be mandatory.”
 “I really don't know what I learned from
the class. I feel like we just keep learning
how to use search engines.”

56. Limitations of the study
The Survey
 One-stop-shop type of study very limiting in determining correlations: Use
longitudinal study
 Too many questions: survey fatigue
 Sample selection procedure (use random selection to allow probability analysis
 Short time for planning and executing the project
 Focus-groups
 Increase the number of students to include Online-students
 Annual public service statistics
 Need for disaggregated data from all library departments
 Standardized reports on other services (instruction, archives etc)

57. Concluding Remarks
Results indicate that majority of students in at CSU access the main
library for their research and academic related needs.
Both undergraduate and graduate students find library resources very
helpful.
International students Non-traditional students are particularly
interested in using hard-copy textbooks in addition to online materials.
Graduate students need specialized learning spaces for quiet study and
collaboration on research
Overall, comments received on the survey and focus-groups addressed
the following themes (next slide)

58. Figure 21: Recommendations
WIFI
Improve services &
Expand Computer Access
Study Spaces
Expand
RiverPark
Campus
Expand
Service
Collections
Update Print
Books NOISE!!
QUIETER!
Info Commons
Expand & Update

59. ACKNOWLEDGEMENT
 Mark Flynn, Dean of Libraries
 Thomas Ganzevoort, Associate Professor, Library Science
 Dr. Katherine White, Associate Professor, Psychology
 Sridhar, Sitharaman, Director of Institutional Research
 Julie Caulder, Administrative Assistant to Dean of Libraries

60. BIBLIOGRAPHICAL SOURCES
Cook, J. M. (2014). A Library Credit Course and Student Success Rates: A Longitudinal Study. College &
Research Libraries, 75(3), 272-283.
Kot, F. C., & Jones, J. L. (2015). The Impact of Library Resource Utilization on Undergraduate Students'
Academic Performance: A Propensity Score Matching Design. College & Research Libraries, 76(5),
566-586.
Krueger R. 2015. A Practical Guide for Applied Research, 5th Edition. Sage Publishers.
Stone, G., & Ramsden, B. (2013). Library Impact Data Project: Looking for the Link between Library Usage
and Student Attainment. College & Research Libraries, 74(6), 546-559.
Soria, K. M. & Fransen, J. & Nackerud, S.(2013). Library Use and Undergraduate Student Outcomes: New
Evidence for Students’ Retention and Academic Success. portal: Libraries and the Academy 13(2),
147-164. The Johns Hopkins University Press. Retrieved February 21, 2016, from Project MUSE
database.
Weaver, M. (2013). Student Journey Work: A Review of Academic Library Contributions to Student
Transition and Success. New Review Of Academic Librarianship, 19(2), 101-124.
CSU statistical data obtained through the Office of Institutional Research

61. Questions? Comments?

62. Thank You!