Assess and Invest: Faculty Feedback on Library Tutorials

Abstract

Communication and collaboration with faculty are increasingly important in the development of both curriculum-integrated and stand-alone “just in time” library tutorials. In the final developmental stages of the Evidence-Based Practice online tutorials, faculty members were asked to provide input during structured faculty feedback sessions. These sessions aimed to gather feedback on tutorial structure, discipline-specific content, integrating the tutorial with class curriculum, and best marketing practices. The results demonstrate that involving faculty in the assessment of tutorials is a beneficial way to improve and promote tutorials. Another important outcome was learning more about the interests of the faculty and related curriculum.