Full-Research Library Impact Framework-Sept 2018-nested
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Library AreaInstitutional Goal/s
Strategic goal of parent institution -- derived from institutional/university strategic plans
Topic
The high-level, library-related question that addresses the broader institutional goal.
Research Question
The more granular questions, for which the answers will address the high-level questions identified in the Topics.
Methods and/or Metrics
The means and data by which answers to the research questions might be found.
Non-ARL Work on This Topic
Are there other individuals or organizations already working to respond to these Topics or Research Questions?
Is this worth bench-
marking? Yes/No
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RESEARCH & SCHOLARLY LIFECYCLE
Spring 2018 Participants: Emily Guhde, Georgetown; Lorraine J Haricombe U Texas, Austin; Arnold Hirshon, Case Western; Karen Hum, Purdue; Krisellen Maloney, Rutgers; Stanley J Wilder, Louisiana State.
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TEACHING, LEARNING & STUDENT SUCCESS
Spring 2018 Participants: Bill Garrity, UC Davis; Don Gilstrap, U Alabama; Steven Mandeville-Gamble, UC-Riverside; Regina Mays, U of Tennessee, Knoxville
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Teaching1. Enable Student Success1.1 (How) does the library enable student success?- Does (measure of use of library service/resource) correlate with, cause, or in some other way contribute to (measure of student success) for (particular student population)?Questions in this area are easy to formulate if we focus on correlation, and could probably largely be answered with existing data by simply comparing usage data (and perhaps some user survey data) with data on measures of student success for a given population. This would, of course, require not only library data, but institutional data, in most cases. It would also not be possible to use anonymous data for these types of comparisons, but there are work-arounds for this that keep the data effectively anonymous, if not technically so.
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TeachingMeasures of library use/contact:
- Circulation counts,
- Computer (in the physical space) logins,
- Tutorials logins,
- Resources logins,
- Collection use, other measures,
- Swipe card data (building entry, other points in the building),
- Self-reported usage (surveys),
- Participation in library instruction/information literacy programs,
- Chat reference data, Reference services data,
- Library experts (subject liaisons/librarians, etc.) contact data,
- Participation in library engagement/outreach efforts,
- Participation in special/targeted library programs/interventions,
- Subscription to/receipt of library newsletters, listservs, marketing/PR efforts,
- Engagement with library social media,
- Web analytics data
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TeachingMeasures of student success:
- Engagement surveys,
- Self-reported experience (via surveys, interviews, focus groups),
- GPA,
- Retention rates,
- Graduation rates,
- Job placement data,
- Students awards/internships, etc.,
- Professional/educational test scores,
- Learning assessments
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TeachingStudent populations:,
- Undergraduate students (general),
- Graduate students,
- Transfer students,
- First generation students,
- At-risk students,
- International students,
- Non-traditional students,
- Veterans
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TeachingMacro level: Peer comparisons:
- Library expenditures/per student vs. institutional recruitment, retention, graduation data
- Librarians per student vs. institutional recruitment, retention, graduation data;
- Gate counts vs. institutional recruitment, retention, graduation data
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Teaching: General student success- How do library programs aimed at health and wellness issues contribute to student well-being/engagement/success?Question may need to be refined. A variety of data could potentially be used. As phrased, focus groups, surveys,and/or interviews might be good methods to start with.
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Teaching: General student success- What are the characteristics of successful academic integration?Literature review
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Teaching: Student recruitment- In what ways is the library involved with student recruitment activities throughout campus?Observe/catalog ways library is involved with student recruitment activities (next steps might be to measure effect of library's involvement in these activities thru user surveys, interviews, focus groups. Better research question might be: what effect does library involvement have on student recruitment activities?)
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Teaching: Student recruitment- What percentage of group presentations given by library personnel relate to student recruitment or orientation activities? [Question may need to be rewritten]Track presentations, calculate percentage. (Better research question might be similar to above.)
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Teaching: Retention/graduation- Do more successful students use library resources and services more than other students? [Just correlation, not causation]
- (Similar: Does library use correlate with higher retention rates? [Measured as increase first to second year retention to 90 percent];
- Does library use correlate with other markers of student success? [Measured as increase first to second year retention to 90 percent];
- Does library use correlate with graduation rates? [Measured as increase in six-year graduation rate to 90 percent]
- Identify which student population(s) you wish to examine.
- Identify which measure(s) of student success to compare (see a variety of possible measures above).
- Secure needed data from appropriate source (ex. Office of Institutional Research, etc.)
- Identify what type(s) of library use to compare (see a variety of possible measures of use above).
- Secure neede data, either from existing library data, of if necessary collect the needed data. Compare data.
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Teaching: Retention/graduation- Is there a correlation between contact with library experts and student retention?(see above for method) Data needed: student retention data, record of contact with "library experts" (define this term), possible data sources for this: library staff records, chat reference records, reference services records, self report from students via survey
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Teaching: Retention/graduation- Is there a correlation between collection use and retention?(see above for method) Data needed: student retention data, collection use data. (possible sources: circulation counts, resources logins, self-report from surveys)
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Teaching: Retention/graduation- Is there a correlation between library facility use and retention?(see above for method) Data needed: student retention data, data on library facility use, possible sources: swipe card data (library entry); self report from survey
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Teaching: Retention/graduation- How can the library support at-risk students?Focus groups, interviews, survey, literature review.
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Teaching: Retention/graduation- How does the library help reduce the time to graduation?Focus groups, interviews, survey, literature review. Research question may need to be refined. Potentially could look at library usage data compared to graduation data for clues/starting point
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Teaching: Transfer students- Does library use predict success for transfer students? (Similar: Do special library programs aimed at transfer and at risk students contribute to retention and success?)(see above for method) focus population: transfer students
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Teaching: First gen students- Do students take skills assessments on matriculating? What needs do those assessments identify vis-a-vis first-gen students? [Proposed Rank: 3 - possibly higher with some rewording if impact can be shown]Literature review; background research at individual institution. I feel the real question here is probably what are the skills first gen students need to be successful and can/does the library contribute to the development of those skills?
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Teaching: First gen students- What services and support do “first-gen” campus offices offer? What needs have those office identified?Same as directly above
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Teaching: Transfer students- How can the library help transfer students integrate quickly to the research university environment?Focus groups, interviews, survey, literature review.
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Teaching: Transfer students- Are transfer students different from other students when it comes from seeking assistance from library personnel?Focus groups, interviews, survey, literature review.
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Teaching: Grad students- How does a relationship with subject liaison librarians impact graduate student success?Focus groups, interviews, survey, literature review. Research question may need to be refined.
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Teaching: Improved learning- Do targeted library interventions with specific populations such as but not limited to first generation, transfer, and international students result in improved learning outcomes?Experimental design study with control group
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Teaching: OER- Do open educational resources provided/facilitated by the library contribute to retention/success? [Measured as increase first to second year retention to 90 percent]Focus groups, interviews, survey, observational study, literature review. Research question may need to be refined. Could also possibly compare data on OER with student success data.
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Teaching: Service QualityHow often do students they find the materials they seek through the library?Survey, Web or catalog analytics (e.g. keywords used, search results, ultimate actions, completed click throughs, etc.)
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Teaching: Service Quality- Do students see the library as a resource to help them succeed?Survey
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Teaching: Service Quality- When surveyed, how do students rate the quality of information services provided by the library?Survey
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Teaching: Info Literacy- Are students’ information literacy skills improved by library instruction and, if so, how?Experimental design study, pre and post tests
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Teaching: Info Literacy- What is the optimal number of information literacy sessions that promote rather than hinder development of specific skills?Experimental design study with control group
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Teaching: Info Literacy- Do students who participate in library instruction and/or information literacy programs have higher levels of student success?(see above for method) Data needed: student success data (GPA? Retention? Graduation? Other), record of student participation in library instruction
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Teaching- How does working in the library impact career trajectories of undergraduate students? a) Library Worker student ID against Institutional Research or Alumni Association information on graduates careers/career paths; correlate against HR demographic data
b) Survey of former student employees; correlate against HR demographic data
c) Longitudinal survey of student workers: survey as they begin working in library and at graduation and post graduation; correlate against HR demographic data
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Teaching2. Enable Faculty Success2.1 (How) does the library support and promote an educational environment that values contributions from all levels of teaching faculty?- In what ways does the library support teaching and research activities of both junior and senior faculty?
- In what ways does the library support graduate teaching assistants?
- In what ways does the library support non-tenure track faculty members?
Survey instructors on how well the library fills their information needs for teaching and research. Compare answers based on rank as well as discipline, etc..
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Teaching3. Enable Teaching Excellence & Innovation3.1 (How) does the library enhance co-curricular activities that encourage collaboration among students, faculty, staff, and the community?- In what ways are student-based collaborative learning activities present within the instructional offerings of the library?Document analysis of assignments given in library instruction
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Teaching4. Research and Creative Activities4.1 (How) does the library expand opportunities for intellectual stimulation?- How do library-facilitated making activities - both curriculum-related as well as non-curricular - impact campus instruction and undergraduate student learning?
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Teaching5. Promote Diversity and Inclusion5.1 (How) does the library help increase diversity of faculty, graduate students, and staff [UCR 2020 Strategy 3.3]- How do library programs impact retention of students from under-represented communities? a) Capture student ID information and analyze various library services such as instruction, reference, research support, and other teaching and learning services and correlate against enrollment and graduation data.
b) Exit survey of students leaving the university for any reason (graduation, stopping out, etc.) and include questions re: usage of library services
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COLLECTIONS
Spring 2018 Participants: Nisa Bakkalbasi, Columbia; Steve Borrelli, Penn State; Brian Keith, University of Florida; Klara Maidenberg, University of Toronto; Tiffany Moxham, UC Riverside; Dany Savard, York University
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PHYSICAL SPACE
Spring 2018 Participants: Sarah Pritchard, Northwestern; Krystal Wyatt-Baxter, U Texas, Austin; Sarah Tudesco , Yale; Joan Lippincott, CNI; Rebecca Mugridge, Albany; Jennifer Paustenbaugh, BYU
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