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As more and more libraries consider GPA and year-to-year retention as relevant and meaningful measures of interest, it is important to consider whether these measures are locally appropriate. Several limitations of broadly applying GPA and first-year retention as measures of student success were recently discovered while completing a large exploratory research project. The project assessed the impact of a library assignment offered to students during their first term on campus at a large public research university. Findings revealed the assignment had a greater impact on regional campus students in contrast to the larger central campus, where changes in admission requirements has created an increasingly high-performing cohort of first-year students. Other indicators which may better locally articulate library contributions to student success are needed.

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Black, Elizabeth L. -  Murphy, Sarah Anne - 

Id.: 70125702

Idioma: inglés (Estados Unidos)  - 

Versión: 1.0

Estado: Final

Palabras clavestudent success - 

Tipo de recurso: Text  -  Article  - 

Tipo de Interactividad: Expositivo

Nivel de Interactividad: muy bajo

Audiencia: Estudiante  -  Profesor  -  Autor  - 

Estructura: Atomic

Coste: no

Copyright: sí

: Attribution-NonCommercial-NoDerivs 3.0 United States

Requerimientos técnicos:  Browser: Any - 

Fecha de contribución: 09-oct-2017


* Black, Elizabeth L. and Sarah Anne Murphy. "The Out Loud Assignment: Articulating Library Contributions to First-year Student Success." Journal of Academic Librarianship 43.5 (2017): 409-416. https://doi.org/10.1016/j.acalib.2017.06.008
* 10.1016/j.acalib.2017.06.008

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