This study connects library user surveys, a common library assessment technique, to institutional data to demonstrate the value an academic library brings to student learning and student outcomes. Using regression techniques, the study identifies multiple significant correlations, both positive and negative, between student use of the library and student learning and outcomes as measured by retention, graduation, and grade point average (GPA). The library factors associated with student outcomes change over the course of the four-year undergraduate experience. Methods used in this study could be a model for other institutions seeking a means for assessing the library's relationship to student learning and outcomes.hile libraries were once "the heart of the university," their value is no longer taken for granted. Librarians are increasingly facing the task of demonstrating the value they provide to the university communities they serve. Universities are expected to provide information on assessment and evaluation of their educational efforts. In this environment, it is not surprising that the academic library, as a creature of higher education, finds itself working to identify measures to more clearly demonstrate the library's value by its influence on institutionally relevant outcomes-faculty productivity or student outcomes.This study gathered data from user surveys on three different areas of library influence-resources, services, and place (or space)-and how these areas relate to student success across the undergraduate years. This research has developed a model of library usage that considers multiple variables at various points in time during the undergraduate experience. Specifically, how does the student's reported usage of the library's services and resources relate to their success after controlling for exogenous characteristics?The Spellings Commission Report of 2006 influenced American higher education to more closely examine accountability and assessment.

the terms of the Creative CommonsAttribution-Noncommercial-Share Alike License 4.0 International (http://creativecommons.org/licenses/by-ncsa/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly attributed, not used for commercial purposes, and, if transformed, the resulting work is redistributed under the same or similar license to this one. AbstractObjectives -This study seeks to identify areas where relationships exist between a student's library usage and student outcomes at Bellarmine University, a private master's level institution. The study has two primary aims. The first is to see if an operationally oriented user survey can be used to provide evidence of the library's support for institutionally important student outcomes. The second is to develop a regression model that provides a big picture with multiple variables to determine if library factors are still significant in student outcomes when controlling for significant demographic factors.Methods -The library regularly conducts student user surveys, and this study examines the results of the first three surveys, from 2007, 2008 and 2010. These surveys include individually identifiable data on why students come to the library and how often they use it in person and online. Researchers aggregated student responses into class-based cohorts and used regression analysis to analyze the extent and significance of the relationships, if any, that exist between Evidence Based Library and Information Practice 2015, 10.2 9 student use of the library and student outcomes such as retention, graduation and cumulative GPA. The study takes into consideration known significant student demographic factors such as American Collect Testing (ACT) composite score, full-or part-time status, and their session GPA.Results -The study identifies specific library services and resources that have significant correlations with the selected student learning measures and outcomes. For freshman students, the ability to access the library online influences both retention and graduation. In looking at freshman learning outcomes represented by GPA, the results again indicate that the library has a positive influence on a student's GPA. The library's influence appears through two factors that highlight the library as a place: providing a place to study alone and as a place that has specialized equipment available to students. The library influences seniors' cumulative GPA differently than for freshmen, primarily through the library's role as an information resource. The variable check out books had a positive impact on senior's GPA.Conclusions -This study indicates that the library does have an influence on student outcomes, whether learning outcomes, represented by cumulative GPA, or more typical student success outcomes, represented by second-year retention and graduation. This is true even when controlling for certain demographics, including the student's ACT score, whether the student is part-time or full-time...

DEDICATIONI dedicate this dissertation to my wonderful wife Cheryl. Because of her tireless efforts in caring for our children, I was able to devote the needed time to complete this research. These efforts were made in addition to working as a full-time second grade school teacher. I will forever appreciate her skills as a great mother and her inspiration as a devoted wife. Happiness is not a destination, but is in our day-to-day work together, our struggles in "suburbia" to provide the best possible life for our children. I hope that my work on this project will serve as an example for Peyton and Will that learning is the greatest of all privileges. Carole is an inspiration to me every day and is a truly brilliant editor. She is among the unique administrators who can balance leadership and the details of data work. John is also a terrific editor and a creative librarian, who gave me endless feedback and strategy. Results of the analysis of learning indicated no difference in first-generation and continuing-generation students' measures (n = 342). One exception was found in a subsequent model built which excluded students who did not submit a F AFSA (less financially needy students); first-generation status was a positive predictor oflearning (~ =.25). No precollege characteristics (input) or engagement variables (environment) were associated with learning (outcome), other than aptitude ACT composite (~=.66, n = 39).Regarding satisfaction, no significant difference existed in senior measures between first-generation and continuing-generation students after controlling for VI aptitude (p < .05). When considering the environmental variables which influence satisfaction, campus relationships were strong positive predictors of satisfaction (n = 175). These environment variables were calculated from NSSE Pike "scalelets," four of which were significant (p < .05): quality of campus relationships/interpersonal environment (P =.59); varied education experience (P = -.18); support for student success (P =.17); and higher order thinking skills (P =.14). No precollege characteristics significantly influenced satisfaction.In comparing the overall college experience, the difference in the student groups was limited to only a few variables, none of which influenced learning or satisfaction.First-generation students rated lower the quality of their campus relationships and the support they received for success (p < .05). First-generation students typically worked more hours for pay, commuted to campus, and had greater financial need.The results of this single institution study did not support previous literature showing first-generation students high-risk, a characteristic which can influence retention, satisfaction, and learning. The most significant finding from this project was the positive influence of campus relationships on seniors' satisfaction, regardless of parents' education level.VB