The Punishment for Dreamers - Adam Murray

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2014 Charleston Conference Charleston Neapolitan Session Saturday, Nov 8, 9:45 AM

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  • 1. The Punishment for Dreamers:Big Data, Retention, and Academic LibrariesAdam L. MurrayDean of University LibrariesMurray State University

2. amurray@murraystate.edu @adammurray12 3. A dreamer is one who can only find hisway by moonlight, and his punishment isthat he sees the dawn before the rest of theworld.Oscar Wilde 4. Challenges Facing Higher EducationDecreasing state fundingIncreasing expectation foruniversal accessPressures to keep costscontained and tuition lowIncreased need for remediationIdealized social experienceCredentialing agent for careeradvancementDissatisfaction with studentlearning outcomesAccreditation is a constantlymoving target 5. The Financial CrunchState Funding + (Tuition X Enrolled Students) + Grants/External Funding Nationally, State funding has droppedfrom $88.8 billion in 2007 to $78.8billion in 2013. Getting students enrolled, and keepingthem enrolled becomes a high-stakesendeavor Percentage of educational revenuederived from tuition has climbed from23.8% to nearly 50% nationally.State Higher Education Executive OfficersAssociation 6. Enrollment & Retention Declining populations of traditional college students Competition for traditional college students Facilities and services which serve to increase tuition Increased focus on non-traditional students with an impact on thecurriculum Increased numbers of enrolled students who are not college ready Cost of recruiting students is higher than the cost of retaining students 7. Performance-based Funding39 states are involved withperformance-based funding (as ofSeptember, 2013)Typical metrics include Degrees awarded Graduation rates Transfer rates Time and credits to degreeRetention becomes a critical fundingconsideration at 2 levels Lost tuition & auxiliaries revenue Impact on institutional stateappropriations 8. Why does this matter to academic libraries?How could you justify keeping vacant faculty or staff lines in the libraryinstead of being repurposed in a more obviously revenue-generating area ofthe university?How can you make a better argument for improved collections funding?How can you argue for favorable positioning for renovations or newconstruction in campus master plans? 9. Why retention? Oakleafs Study: Student enrollment Student retention & graduation rates Student success Student achievement Student learning Student experience Faculty research productivity Faculty grant proposals and funding Faculty teaching Institutional reputation/prestige 10. Why retention? Doesnt rely on self-reportedor anecdotal data Provide evidence of powerfulcorrelations that can bedirectly tied to institutionalperformance and well-being 11. Theories of Student RetentionBean(psychological)Tinto(sociological) 12. Tintos Model of Student Integration Grounded in cost/benefit analysiseconomics and Durkheims theory of suicide Insufficient interactions with others andinsufficient congruency with prevailing valuepatterns Academic integration goal commitment Social integration institutional commitmentWeaknesses: does not account fornon-traditional students, minorities,and the impact of externalinfluences 13. Beans Model of Student Motivation Dropping out is a behavior, and behaviors arepsychologically motivated Four domains: academic performance; backgroundvariables; intent to leave; and environmentalvariables Accounts for impact of finances, employment,external encouragement/support, familyresponsibilities, and opportunities to transferWeakness: drop-out behavioras a pathology 14. EngagementLevel of investment in higher education in which students spend significanttime and energy on educationally purposeful activities. (Kuh et al., 2008)Ten educationally purposeful activities which have been labeled as high-impactpractices by the American Association of Colleges and Universities 15. High-impact Practices1. First-year seminars and experiences2. Common intellectual experiences3. Learning communities4. Writing-intensive courses5. Collaborative assignments and projects6. Undergraduate research7. Diversity and global learning experiences8. Service learning9. Internships10.Capstone courses and projects 16. High-impact Practices & Academic Libraries Majority of time associated with the high-impact practices takes placein informal academic environments, such as the library Requires integration of ideas or information from various sources Including diverse perspective in class discussions or writing Discussing ideas with faculty members outside of class Discussing ideas with others outside of class Making judgments about the value of information(Kuh, 2008; Nelson et al., 2008) 17. Retention & Academic Libraries Tend to focus on studies of space or collectionutilization, correlations with expenditures, and theimpact of instructionNotable studies Haddow and Joseph, 2010 Haddow, 2013 Soria, Fransen, and Nackerud, 2013 Soria, Fransen, and Nackerud, 2014 Library use and use of particular library services tend to correlate with higher retention rates than non-use 18. The Murray State Assessment in Action Study Data collection began in 2012: seeking to calculate correlationsbetween library use and student success metrics Assessment in Action (ACRL) correlations between library use,time of semester, and retention Led by Ashley Ireland, Director of User and Instruction Services Data analysis completed by Dr. Jana Hackathorn 19. The Murray State Study Data elements Checking out an item Logging into a library computer lab Logging into an electronic resource Logging into ILLiad Participation in an Instruction Session Enrollment in a credit-bearing Information Literacy course Binary Logistic Regression to calculate Odds Ratio 20. Findings of the Murray State Study Overall, library users are twice as likely to be retained as non-users. Use ofthe library resources and services increased the odds of retention by 96%. Checking out items increased likelihood of retention 36% Logging into electronic resources, particularly later in the semester,increased odds of retention by 24% P< .001 RS = .079. This accounts for 8% of all possible reasons a student might beretained. 21. Alignment with High-impact PracticesTo better understand the perspectives of library deans onthe role of academic libraries in student retention usingthe 10 high-impact practices as a conceptual frameworkExploratory study of 271 library deans at public Mastersinstitutions (sample = 68)Descriptive statistics, Pearson correlation coefficients, andfrequency distributions 22. Library Collections Library Instruction Library FacilitiesFirst-year seminarsCommon intellectualexperiencesLearning communitiesWriting-intensive coursesCollaborative assignmentsUndergraduate researchDiversity and globallearningService learningInternshipsCapstone courses 23. Library Collections Library Instruction Library FacilitiesFirst-year seminars 0.414** 0.392** 0.473**Common intellectual experiences 0.514** 0.474** 0.385**Learning communities 0.598** 0.687** 0.472**Writing-intensive courses 0.414** 0.427** 0.534**Collaborative assignments 0.651** 0.722** 0.635**Undergraduate research 0.505** 0.581** 0.533**Diversity and global learning 0.436** 0.499** 0.608**Service learning 0.569** 0.509** 0.454**Internships 0.473** 0.429** 0.534**Capstone courses 0.564** 0.512** 0.553**** Denotes a significant correlation (p