Study of Student and Faculty Habits (INAP) Reports

On October 19th and 20th, 2017, the Information Needs Assessment Project Team visited Manchester University and conducted two of the methods (interviews and photo essay) in our toolkit. A total of 12 students participated in the study.  You can view the report from that visit here:

https://bit.ly/manchester-inap

Noteworthy Findings

• Study space locations were largely dependent on social groups or majors. Science majors flocked to the Science Center for study, while other majors tended to meet in the Success Center or Funderburg Library.
• Students like to study in the library as well as their dorm rooms. The library was mentioned by students 41 times, which is significantly more during this study than at other campuses. However, the library was discussed due to its spaces and not its resources.
• Quiet, noise-free spaces are desired for studying by students. Quiet spaces were referenced 20 times, and unwanted noise mentioned 11 times. In this same vein, students stated their preference for secluded study spaces, especially when referring to their dorm rooms.
• Groups want white/chalk boards and projectors in the rooms where they study, mentioning this 10 times.
• The ambience of the chapel was a attractive space for studying for many, even among self-reported non-religious students.
• Students brought up the temperature several times by lamenting cold spaces, especially in the library. Well lighted areas, particularly natural and bright lighting, provided a more positive study atmosphere

On October 13th, 2017, the Information Needs Assessment Project Team visited Oakland City University and conducted one of the methods (photo essay) in our toolkit. A total of 14 students participated in the study. You can view the report from that visit here:

https://bit.ly/oaklandcity-inap 

Noteworthy Findings

• Students reported a high level of outside pressures including work and family. Many students work numerous hours at off campus jobs. 93% of students we interviewed are full time students, but 43% work more than 15 hours a week.
• Several students shared about locations that they study off campus. This is logical given that 43% of students we surveyed were commuter students.  
• In addition to studying off campus, students seemed to largely prefer studying by themselves versus with groups or friends.  
• 36% of students mentioned the chapel’s importance to them. “My favorite part about campus is the Chapel.” A “comfortable space, you feel like you belong.”
• Most students mentioned taking notes primarily by pen and pencil instead of typing on a device, even though many students referenced laptops and tablets.  Additionally, many students shared that they used a traditional planner for their time management.

Over several mornings in October and November of 2017 researcher James Bell conducted one of the methods (interviews) in our toolkit. A total of 14 students participated in the study. You can view the report from that visit here:

https://bit.ly/anderson-inap 

Noteworthy Findings

• Our chief investigator for this project, James Bell, summarized his thoughts post-interviews as “Everything is about convenience.” Students chose study locations based on proximity to all of the other things they were doing and less based on the ambience of a space itself.  
• Where are students at 3 PM? James also noted that he could not find anyone to interview once students are done with their classes for the day--they leave the main parts of campus to go study or do other tasks.
• Multiple students mentioned seeking assistance in studying from their boyfriend or girlfriend. Librarians, however, were not a noted source for assistance with studying. This may be due to the difference in the way students think about “studying” versus “research.”

On March 22nd and 23rd, 2018, the Information Needs Assessment Project Team visited Hanover College and conducted two of the methods (interviews and library mapping) in our toolkit. A total of 17 students and 6 faculty members participated in the study. You can view the report from that visit here:

https://bit.ly/hanover-inap 

Noteworthy Findings

• The library and its resources were highly regarded by all. This may be due in part to the nature of the library mapping activity.
• Coffee often came up as a topic by both faculty and students. Two students specifically asked for a coffee shop in the library, and one faculty member went out of their way to say that students did not want a coffee shop in the library.
• A lack of a 24/7 space on campus was brought up by students, as well as limited library hours.
• Students included hammocks in their ideal study space, and requested that the library provide hammocks to study in.
• Some spaces on campus are cold and thus undesirable study spaces.
• There is a lot of studying done at the high tables in the library; they are a hit among students.
• Safety concerns were highlighted by students, including at the library. The third floor was referred to as “deathly quiet and creepy” and there was a request for shuttle services across campus.
• Faculty were appreciative of librarians and their continued ingenuity amid budget restraints.

On April 13th, 2018, the Information Needs Assessment Project Team visited Grace College and Seminary and conducted two of the methods (interviews and photo collage) in our toolkit. A total of 10 students participated in the study. You can view the report from that visit here:

https://bit.ly/grace-inap 

Noteworthy Findings

• Jazzman’s coffee shop is the most popular study location mentioned by students. Interestingly, even though they all mention studying there, none of them mention actually drinking coffee.
• Students were very passionate in expressing a need for electrical outlets. Most of them picked a study space based on outlet availability.
• For the most part, students are happy with options available to them for study spaces.  Their dream spaces did not differ much from their actual study locations.  
• Many students mentioned the importance of Scripture as a study item, with several stating this as a must-have item.
• Students love to study outside and near the lake!
• Two students mentioned the study application Quizlet. This product has not been mentioned before in our study.
• Many students purchase copies of and rely heavily on their course textbooks.

Update

Our biggest takeaway was mostly tied to creature comforts.  Most of the study was conducted in the campus coffee shop.  Students all mentioned how they liked to study there, but none of them 'mentioned actually drinking coffee.'  But, water was mentioned as a 'must-have' when studying.  We had water fountains on every floor of the library and 2 water coolers.  They were both hidden away.  One in the computer lab and one in the staff workroom on the main floor.  In 2018 we decided to move the staff water cooler (filtered water) from the staff room to near the front door on the main level.  It solved 2 problems for us.  The 3rd-floor water fountain was broken, so the working main floor fountain replaced the broken one and the water cooler replaced the water fountain on the main floor near the entrance.  It is heavily used.  Students are often refilling their water bottles as they enter or leave the library.  This was a goodwill move and a small inconvenience for staff.

Outlet availability was another 'must-have.'  Our building is 50 years old and there are never enough electrical outlets.  However, we have been mindful as we make mini-renovations of the necessity of addressing electrical needs.  We have added power cord/outlet strips near desks including floor cord covers to reduce potential tripping hazards as needed.

INAP provided the specific insight that allowed us to make purposeful decisions to meet students' desired study needs and wants.

On October 19th, 2018, the Information Needs Assessment Project Team visited Wabash College and conducted two of the methods (interviews and library mapping) in our toolkit. A total of 21 students and 8 faculty members participated in the study. You can view the report from that visit here:

https://bit.ly/wabash-inap 

Noteworthy Findings

• The library is a heavily used study space. Almost all students either studied in the library or mentioned that their classmates studied in the library. Students who initially did not state the library as their primary personal study space still utilized the area for group study sessions.
• When students have a question about a class assignment, they contact classmates, athletic teammates, and teaching faculty. Librarians were not mentioned as a study resource for students, although students frequently discussed using the library building and its resources.
• Faculty members wished that librarians had more visibility outside of the library, and suggested activities such as serving on faculty committees and coming to department meetings.
• As students shared how they used the library building, the first floor was seen as a area for group and collaborative study while the second and third floors were occasionally used for individual study. While students may have a primary study space, they often moved to other areas based on the time of day and their specific needs.
• Students generally did not seek out study locations beyond their dorm buildings and the library. Only when prompted would students even mention a study space beyond these two areas.
• The interlibrary loan services and staff were highly regarded by faculty, and seen as a asset for the needs of the college.
• Teaching faculty feel comfortable using the library building although they tended to not make heavy use of it. In terms of keeping up with research in their field they often look beyond the library for information.
• Jeff Beck was known on a first name basis by all the teaching faculty interviewed, and was frequently used for library sessions with freshmen tutorial classes.
• Utilitarian features were highlighted by students when asked about their ideal study space. Students did not want study spaces to be too attractive or comfortable as that may be too distracting. One student explicitly called for a empty cinderblock room, while others desired spaces that were more practical than pleasing.
• Multiple faculty members wished that there was a place on campus for them to use as a designated office space during sabbaticals.  

On April 8th, 2019, the Information Needs Assessment Project Team visited Goshen College and conducted two of the methods (interviews and day mapping) in our toolkit. A total of 34 students participated in the study. You can view the report from that visit here:

https://bit.ly/goshen-inap

Noteworthy Findings

• Background music was frequently requested for study locations.
• Students mentioned studying while lying down in bed.
• Printers were noted as an ideal study space item.
• When students were asked about study locations the library was mentioned infrequently, but once asked where in the library they study, most students had a preferred spot.
• Multiple students mentioned studying outside, but did not mention specific outdoor study locations.
• Several requests were made for better/faster internet. Students requested “Good internet that isn't unreliable in any way,” “faster wifi,” and mentioned that “on the [south wing of the] 2nd floor of the library, at the big table where you walk in there is a weak WiFi connection.”

On April 23rd, 2019, the Information Needs Assessment Project Team visited DePauw University and conducted two of the methods (interviews and photo collage) in our toolkit. A total of 19 students participated in the study. You can view the report from that visit here:

https://bit.ly/depauw-inap

Noteworthy Findings

• DePauw students LOVE tables. They mentioned them 58 times!
• Students gravitated toward photos of nature and the outdoors when describing their ideal study spaces, but rarely described an actual spot in nature where they would study.
• Librarians were frequently mentioned as places to get research help.
• Students, on average, purchased or rented 50-75% of the required textbooks for their classes.
• Unique to DePauw, students noted that they sought out cubicles for a quiet study space.
• When asked to describe their ideal study space, students did not describe group study spaces.

During January 2020, the Information Needs Assessment team virtually conducted two of the methods (interviews and photo essay) in our toolkit. A total of 5 students participated in the study. You can view the report from that visit here:

https://bit.ly/ambs-inap

Noteworthy Findings

• Students highly enjoyed spending time in nature when not studying and mentioned specific spots that were their favorite places to be, including the labyrinth on the AMBS campus.
• Almost all of the students we talked to spent most of their study time at home. One participant, when asked where they did most of their studying, replied: “At home. I've never thought about going somewhere else!”.
• Most students mentioned families in some way, especially how they work their studies around the distractions of family life. However, some find their significant others / siblings / parents helpful when studying.
• None of the distance students studied at libraries. Two students specifically mentioned their local public library, but also that they never studied there. They all loved libraries but didn’t study there.
• Of the eight students who expressed interest in the study and signed our digital informed consent form, three of them did not show up for their interview times and never participated in the study, while two others required a phone call to facilitate their inclusion in the study.
• Textbook purchasing was high as students intend on using these books for their career. Similar to an independent contractor, ministers have their own library that travels with them, as opposed to doctors or lawyers who have their own library in the hospital and/or access to Lexis.
• The library and library staff were highly spoken of as assets in research and studying. Professors recommended them to students who weren’t making good use of them.
• In general, students preferred solitary study locations.