Instructor Experience

This section focuses on instructor experiences and the library’s role in supporting campus teaching activities. 

Questions were asked of respondents who were faculty members, graduate students, visiting scholars, postdocs, and house officers.

What kind of impact has the library had — if any — on your teaching:

• It’s been helpful 74.2%

• It’s been a mixed experience 4.0%

• It’s been a hindrance 0.3%

• No noticeable impact 21.6%

Percentages of our instructor respondents who reported doing the following:

• Encourage use of the library’s collections 55.7%

• Encourage use of library research help 45.8%

• Link to online content via library subscriptions 37.4%

• Link to online library guides and tutorials 32.0%

• None of the above 31.5%

Reasons given by instructors who do not use library resources in their teaching:

• Haven’t needed some or any of those library resources 85.4%

• Didn’t know about one or more resources 16.1%

• Another reason not listed 7.8%

About Our Instructor Respondents

We also asked questions to better understand experiences of our instructor respondents. 

Listed immediately below are the percentage of respondents by role who had taught in the past 2 years (n = 1389). 

Percentages of those who have taught in the past two years, by role:

• Instructional-track faculty 83.3%

• Lecturers 94.7%

• Doctoral students 34.8%

• Master’s students 19.7%

Of these instructor respondents:

• 90.3% had taught an in-person course

• 30.5% had taught a hybrid course

• 20.6% had taught a fully online course

• 8.2% has taught clinical/lab courses

The following tables feature the level/types of courses taught by our participants in the past 2 years and years of teaching experience.