Atla Annual 2025

Academic librarians usually do not seek out struggling students. Instead, struggling students seek us out. However, fewer students are coming into the library seeking help. With some seminaries dealing with declining enrollments, seminary librarians should consider proactively responding to students who they know are at risk. If we can get to these students in time, we may be able to prevent their failing and dropping out, thus helping to stabilize enrollment.
The question is, “How do we reach out to at-risk students?” Some seminaries have systems for identifying borderline students when the grading system puts them in an “on-warning” status. The student’s advisor is then notified, and with the student's cooperation, an intervention process can begin, often with a student success coach.
Other seminaries, like mine, do not have an on-warning system. We have developed our own system, and it includes the librarian as a student success coach. The faculty directs academically challenged students to contact the librarian for assistance. While this includes traditional roles of helping with their research and writing, it often involves much more.
I will provide anecdotes about our successes and a few failures (while protecting the real identities of students). I will also provide a strategy for engaging the faculty and administration in expanding the librarian’s role into a student success coach.

Learning Outcome

First, those attending this presentation should realize that they have an opportunity to help with the current enrollment crisis in seminaries. Second, they will have a plan on how to become student success coaches for at-risk students. Third, they have a realistic understanding of what is possible and what is impossible when trying to help struggling students.

Audience Engagement

It will include a strategy for setting up a student success process within the library and with the cooperation of faculty. It will rely on anecdotes of particular students (identities of real students will be protected) and why some interventions succeeded and others did not.

This conversation group will explore the possibility of beginning an interest group for library leaders (i.e. deans, directors, heads, managers, etc.). According to the Interest Group Handbook, interest groups offer “members the opportunity to engage in meaningful conversation, discuss relevant topics, and participate in problem solving.” An interest group for leaders has a lot of potential for supporting both seasoned leaders and those who are new to leadership. Come to this conversation group ready to pitch in and share your ideas!

Learning Outcome

Attendees will learn more about developing an interest group and will have the opportunity to participate in its development.

Audience Engagement

We will engage attendees by direct conversation and questions.

Five years after the COVID pandemic started, theological libraries are still coping with the aftermath. Many of the library processes and services had to change immediately in order to resource students, faculty, and staff. While much of what libraries do has either gone back to “normal” or transformed into something new, there are still some things that remain more fluid, such as working remotely. In this session, the results of a short survey will be summarized and panelists will share their specific circumstances related to working remotely. Need or have ideas? Come to our session!

Learning Outcome

Attendees will learn what issues are involved with staff working remotely so that they can apply relevant processes and ideas in their own situations.

Audience Engagement

We will engage the attendees by going through survey results, by sharing panelist “case studies,” and by allowing time for a robust Q&A.