Assessment in Action

Nevada State College: Project Description

Page 1


Primary Outcome Examined (select one or more)

(No) Student Learning: Assignment

(No) Student Learning: Course

(No) Student Learning: Major

(No) Student Learning: Degree

(No) Student Engagement

Student Success

(No) Academic Intimacy/Rapport

(No) Enrollment


(No) Completion

(No) Graduation

(No) Articulation

(No) Graduates' Career Success

(No) Testing (e.g., GRE, MCAT, LSAT, CAAP, CLA, MAPP)

(No) Other (please describe)

Primary Library Factor Examined (select one or more)

(No) Instruction

(No) Instruction: Games

(No) Instruction: One Shot

(No) Instruction: Course Embedded

(No) Instruction: Self-Paced Tutorials

(No) Reference

Educational Role (other than reference or instruction)

(No) Space, Physical

(No) Discovery (library resources integrated in institutional web and other information portals)

(No) Discovery (library resource guides)

(No) Discovery (from preferred user starting points)

Collections (quality, depth, diversity, format or currency)

(No) Personnel (number and quality)

(No) Other (please describe)

Student Population (select one or more)


(No) Graduate

(No) Incoming

(No) Graduating

(No) Pre-College/Developmental/Basic Skills

(No) Other (please describe)

Discipline (select one or more)



Social Sciences

Natural Sciences (i.e., space, earth, life, chemistry or physics)

(No) Formal Sciences (i.e., computer science, logic, mathematics, statistics or systems science)

Professions/Applied Sciences

English Composition

General Education

(No) Information Literacy Credit Course

(No) Other (please describe)

AiA Team Members (select one or more)

(No) Assessment Office

Institutional Research

(No) Teaching Faculty

(No) Writing Center

Information/Academic Technology

(No) Student Affairs

(No) Campus Administrator

Library Administrator

Other Librarian

(No) Other (please describe)

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Methods and Tools (select one or more)

(No) Survey

(No) Interviews

(No) Focus Group(s)

(No) Observation

(No) Pre/Post Test

(No) Rubric

Other (please describe)

Statistical analysis

Direct Data Type (select one or more)

(No) Student Portfolio

(No) Research Paper/Project

(No) Class Assignment (other than research paper/project)

Other (please describe)

EZproxy log data; Student demographic data; Student success data.

Indirect Data Type (select one or more)

(No) Test Scores


(No) Degree Completion Rate

Retention Rate

Other (please describe)

Academic standing; Pell Grant status; Ethnicity; Gender; First-generation status.

Page 3

Inquiry Question (150 words open)

What was the project's primary inquiry question?

  1. Is there a positive relationship between semester GPA, one-term retention, good academic standing, and online library use?

Executive Summary (150 words open)

  • How does the project align with your institution’s priorities and needs?
  • Why did you choose the outcome and library factor as areas to examine?
  • Why was the team composition appropriate?

  1. This project, representing a close partnership between the Office of Information Technology, the Office of Institutional Research, and Library Services, directly aligns the library with the College’s goal of using evidence to improve student outcomes. This project provided a foundation from which Library Services could connect with campus-wide student success initiatives and improve the integration of information literacy initiatives into the curriculum.

  • What are the significant contributions of your project?
  • What was learned about assessing the library’s impact on student learning and success?
  • What was learned about creating or contributing to a culture of assessment on campus?
  • What, if any, are the significant findings of your project?

  1. Semester GPA: the correlation between library use and semester GPA (on a 4.0 scale) was .201, which indicates a statistically significant but weak relationship between semester GPA and library use, p < .05.

    One-term retention: students who used the library’s online resources was significantly higher, 84.9%, comparing with their peers who did not use library, 66.0%, χ2(1) = 173.13, p < .01. The Spearman’s rho was 0.135, which suggests a statistically significant but weak relationship between the library use and one-term retention, p < .01.

    Good academic standing: students who used the library’s online resources had a significantly higher rate on good academic standing, 89.0%, comparing with their peers who did not use the library, 79.1%, χ2(1) = 64.89, p < .01. The Spearman’s rho was 0.198, which suggests a statistically significant but weak relationship between the library use and good academic standing, p < .01.

  • What will you change as a result of what you learned (– e.g., institutional activities, library functions or practices, personal/professional practice, other)?
  • How does this project contribute to current, past, or future assessment activities on your campus?

  1. In an effort to move beyond aggregated proxies of students success (such as GPA), researchers at Nevada State College are in the early stages of exploring the relationship between the use of library services and assignment-level success measures.

Please list any articles published, presentations given, URL of project website, and team leader contact details.

  1. Marineo, F. (2016, June). Canvas Commons: Scaling Library Instruction in the LMS. Presented at Library Instruction West, Salt Lake City, Utah.

    LeMaistre, T. (2016, April) A Proxy for Success: Analyzing EZProxy Logs to Connect Resource Use to Student Success. Presented at the Electronic Resources and Libraries (ER&L) Conference, Austin, Texas.

    LeMaistre, T. (2015, November). Cost Per User: Analyzing EZProxy Logs for Collection Development | Charleston Conference 2015. Library Journal. Retrieved from

This study examined the correlation between the use of online library resources and student success. Exploratory variables include student demographics, student success data, and library use measured by EZProxy sessions. Student demographics included ethnicity, gender, first-generation status, and Pell recipient status. Utilizing one of the most comprehensive EZproxy data sets available, our findings indicate a statistically significant positive correlation between online library use and average semester GPA, good academic standing rates, and one-term retention rates.
Nevada_State_College.pdf Using Big Data to Connect Library Use with Student Success