Abstract
Formative and summative assessment are traditional and effective methods of determining library impact on student learning, However, they are usually confined to a one-shot information literacy instruction (IL) session. One way to step out of the box and gain more information is to track students along their college career and into their graduate program to determine if they are retaining IL skills. The results of an ongoing longitudinal study of students will be presented in the form of a poster. McNair scholars are rising juniors and seniors who participate in library courses during the spring and summer. The author sought to find out 'Do McNair students retain research skills toward their ultimate goal of pursuing a doctoral degree?' In the second year of this 5 year study, 2 cohorts have been tracked through to their undergraduate courses and will continue into their graduate programs. This project is a part of the ACRL Assessment in Action: Academic Libraries and Student Success program. It supports institutional goals of our University, particularly the priority to transform the student experience through technology and support using university resource, which will increase the scholarship and research at the university. Demonstrating library impact on undergraduate student learning by leveraging our partnerships can inform how our work is assessed in our library system and can provide rich data to influence our future instruction endeavors.