Libraries must find ways to collaborate with university-wide assessment efforts to demonstrate how library resources and services support student-centered outcomes. The purpose of this study is to examine the relationships between attending library instruction, first-time, full-time freshman retention, and grade point average (GPA). This study also tests the feasibility of collecting personally identifiable library use data and integrating these data with the university's data warehouse. Results of Chi-square and binomial logistic regression predicting retention indicate that students who attend library instruction are more likely to be retained. Results of multiple linear regression prediction GPA indicate that students who attend library instruction are more likely to have a higher GPA. However, results indicate that attending more than one library instruction session did not have any additional effect on retention. Result of binomial logistic regression predicting retention indicate that students with a higher GPA are more likely to be retained.

图书馆必须找到与大学范围内的评估工作合作的方法，以展示图书馆资源和服务如何支持以学生为中心的成果。本研究的目的是检查参加图书馆教学、第一次、全日制新生保留和平均绩点 (GPA) 之间的关系。本研究还测试了收集个人可识别图书馆使用数据并将这些数据与大学数据仓库集成的可行性。卡方和二项式逻辑回归预测保留的结果表明，参加图书馆教学的学生更有可能被保留。多元线性回归预测 GPA 的结果表明，参加图书馆教学的学生更有可能获得更高的 GPA。然而，结果表明，参加一次以上的图书馆指导课程对保留率没有任何额外影响。二项逻辑回归预测保留的结果表明，GPA 较高的学生更有可能被保留。