This report examines how the pandemic has impacted how engineering faculty in the USA, UK/Ireland, Canada and Australia/NZ predominantly in major research universities plan to use the engineering library or engineering collection. One hundred twenty three (123) faculty members from 57 universities provide their insight on what their use of the engineering library or engineering collection may look like post pandemic. Faculty from most of the English-speaking world’s major engineering programs participated in the study.
Data includes their potential use of library print collections post-COVID, the change in their level of familiarity with various library services due to COVID, the perceived effectiveness of pandemic -related library services, and view on the potential room for improvement in these library services.
Additionally, they provide insight on their level of satisfaction with librarians’ knowledge of engineering, the library’s journal collections, and librarians’ help in developing online courses. The study also presents their opinions on which pandemic practices should be carried over to post pandemic period and the percentage of classes that should remain online post pandemic.
Just a few of this report’s many findings are that:
- Faculty from the UK and Ireland plan to reduce use of print collections to a greater extent than their peers from the USA, Canada, Australia and New Zealand.
- A plurality of respondents feel that, going forward, engineering school management should spend about the same on the engineering library as they had pre-pandemic.
- Significantly more respondents in civil engineering than in other engineering specializations are satisfied with their library’s engineering journals collection.
- Respondents from the UK and Ireland are most satisfied with their library’s help in developing online courses when compared to respondents from the USA, Canada, and Australia and New Zealand.
Data in the 83-page report is broken out by many variables related to the individual survey participants and their institutions including but not limited to country, gender and age of respondent, engineering school ranking, public or private school status, and engineering specialization.
Table of Contents
THE QUESTIONNAIRE
PARTICIPANTS LIST
- Characteristics of the Sample
- Summary of Findings
- Visiting engineering library relative to pre-pandemic
- Use of library print collection relative to Pre-COVID
- Library services more familiar with during the pandemic
- Spending on engineering library
- Effectiveness of library in providing services for distance education
- Helpfulness of library services for remote online support
- What library should be doing to better serve faculty
- Level of satisfaction with various facets of library experience
- Satisfaction with librarians’ engineering knowledge
- Satisfaction with ease of accessing online resources
- Satisfaction with instructions in use of library resources
- Satisfaction with engineering journals collection
- Satisfaction with help in developing online courses
- Percentage of classes that should remain online
- Practices that should be carried over to post-pandemic
- Size of engineering school administration
List of Tables
Table 1.1 Post pandemic how often will you visit the engineering library relative to your pre-COVID habits?
Table 1.2 Post pandemic how often will you visit the engineering library relative to your pre-COVID habits? Broken out by country of respondent
Table 1.3 Post pandemic how often will you visit the engineering library relative to your pre-COVID habits? Broken out by engineering school ranking
Table 1.4 Post pandemic how often will you visit the engineering library relative to your pre-COVID habits? Broken out by title of respondent
Table 1.5 Post pandemic how often will you visit the engineering library relative to your pre-COVID habits? Broken out by age of respondent
Table 1.6 Post pandemic how often will you visit the engineering library relative to your pre-COVID habits? Broken out by gender of respondent
Table 1.7 Post pandemic how often will you visit the engineering library relative to your pre-COVID habits? Broken out by engineering school student enrollment
Table 1.8 Post pandemic how often will you visit the engineering library relative to your pre-COVID habits? Broken out by public or private status
Table 1.9 Post pandemic how often will you visit the engineering library relative to your pre-COVID habits? Broken out by number of courses taught in the past semester
Table 1.10 Post pandemic how often will you visit the engineering library relative to your pre-COVID habits? Broken out by academic field
Table 2.1 Post pandemic how often will you use the library print collection relative to your pre-COVID habits?
Table 2.2 Post pandemic how often will you use the library print collection relative to your pre-COVID habits? Broken out by country of respondent
Table 2.3 Post pandemic how often will you use the library print collection relative to your pre-COVID habits? Broken out by engineering school ranking
Table 2.4 Post pandemic how often will you use the library print collection relative to your pre-COVID habits? Broken out by title of respondent
Table 2.5 Post pandemic how often will you use the library print collection relative to your pre-COVID habits? Broken out by age of respondent
Table 2.6 Post pandemic how often will you use the library print collection relative to your pre-COVID habits? Broken out by gender of respondent
Table 2.7 Post pandemic how often will you use the library print collection relative to your pre-COVID habits? Broken out by engineering school student enrollment
Table 2.8 Post pandemic how often will you use the library print collection relative to your pre-COVID habits? Broken out by public or private status
Table 2.9 Post pandemic how often will you use the library print collection relative to your pre-COVID habits? Broken out by number of courses taught in the past semester
Table 2.10 Post pandemic how often will you use the library print collection relative to your pre-COVID habits? Broken out by academic field
Which library services have you grown more familiar with during the pandemic? Broken out by academic field
Table 3.1 Going forward do you think engineering school management should spend as much, less or more on the engineering library?
Table 3.2 Going forward do you think engineering school management should spend as much, less or more on the engineering library? Broken out by country of respondent
Table 3.3 Going forward do you think engineering school management should spend as much, less or more on the engineering library? Broken out by engineering school ranking
Table 3.4 Going forward do you think engineering school management should spend as much, less or more on the engineering library? Broken out by title of respondent
Table 3.5 Going forward do you think engineering school management should spend as much, less or more on the engineering library? Broken out by age of respondent
Table 3.6 Going forward do you think engineering school management should spend as much, less or more on the engineering library? Broken out by gender of respondent
Table 3.7 Going forward do you think engineering school management should spend as much, less or more on the engineering library? Broken out by engineering school student enrollment
Table 3.8 Going forward do you think engineering school management should spend as much, less or more on the engineering library? Broken out by public or private status
Table 3.9 Going forward do you think engineering school management should spend as much, less or more on the engineering library? Broken out by the number of courses taught in the past semester
Table 3.10 Going forward do you think engineering school management should spend as much, less or more on the engineering library? Broken out by academic field
Table 4.1 How effectively does the library work with the Information Technology Department of your engineering school to provide services to enable distance education and home-based work?
Table 4.2 How effectively does the library work with the Information Technology Department of your engineering school to provide services to enable distance education and home-based work? Broken out by country of respondent
Table 4.3 How effectively does the library work with the Information Technology Department of your engineering school to provide services to enable distance education and home-based work? Broken out by engineering school ranking
Table 4.4 How effectively does the library work with the Information Technology Department of your engineering school to provide services to enable distance education and home-based work? Broken out by title of respondent
Table 4.5 How effectively does the library work with the Information Technology Department of your engineering school to provide services to enable distance education and home-based work? Broken out by age of respondent
Table 4.6 How effectively does the library work with the Information Technology Department of your engineering school to provide services to enable distance education and home-based work? Broken out by gender of respondent
Table 4.7 How effectively does the library work with the Information Technology Department of your engineering school to provide services to enable distance education and home-based work? Broken out by engineering school student enrollment
Table 4.8 How effectively does the library work with the Information Technology Department of your engineering school to provide services to enable distance education and home-based work? Broken out by public or private status
Table 4.9 How effectively does the library work with the Information Technology Department of your engineering school to provide services to enable distance education and home-based work? Broken out by number of courses taught in the past semester
Table 4.10 How effectively does the library work with the Information Technology Department of your engineering school to provide services to enable distance education and home-based work? Broken out by academic field
Table 5.1 How helpful are library services for remote online support for users of online engineering information services and other online library resources?
Table 5.2 How helpful are library services for remote online support for users of online engineering information services and other online library resources? Broken out by country of respondent
Table 5.3 How helpful are library services for remote online support for users of online engineering information services and other online library resources? Broken out by engineering school ranking
Table 5.4 How helpful are library services for remote online support for users of online engineering information services and other online library resources? Broken out by title of respondent
Table 5.5 How helpful are library services for remote online support for users of online engineering information services and other online library resources? Broken out by age of respondent
Table 5.6 How helpful are library services for remote online support for users of online engineering information services and other online library resources? Broken out by gender of respondent
Table 5.7 How helpful are library services for remote online support for users of online engineering information services and other online library resources? Broken out by engineering school student enrollment
Table 5.8 How helpful are library services for remote online support for users of online engineering information services and other online library resources? Broken out by public or private status
Table 5.9 How helpful are library services for remote online support for users of online engineering information services and other online library resources? Broken out by number of courses taught in the past semester
Table 5.10 How helpful are library services for remote online support for users of online engineering information services and other online library resources? Broken out by academic field
What should your engineering library be doing to serve you better? Broken out by academic field
Table 6 How satisfied are you with the following facets of your engineering library experience?
Table 6.1.1 How satisfied are you with the engineering knowledge of librarians?
Table 6.1.2 How satisfied are you with the engineering knowledge of librarians? Broken out by country of respondent
Table 6.1.3 How satisfied are you with the engineering knowledge of librarians? Broken out by engineering school ranking
Table 6.1.4 How satisfied are you with the engineering knowledge of librarians? Broken out by title of respondent
Table 6.1.5 How satisfied are you with the engineering knowledge of librarians? Broken out by age of respondent
Table 6.1.6 How satisfied are you with the engineering knowledge of librarians? Broken out by gender of respondent
Table 6.1.7 How satisfied are you with the engineering knowledge of librarians? Broken out by engineering school student enrollment
Table 6.1.8 How satisfied are you with the engineering knowledge of librarians? Broken out by public or private status
Table 6.1.9 How satisfied are you with the engineering knowledge of librarians? Broken out by number of courses taught in the past semester
Table 6.1.10 How satisfied are you with the engineering knowledge of librarians? Broken out by academic field
Table 6.2.1 How satisfied are you with the ease of accessing online resources?
Table 6.2.2 How satisfied are you with the ease of accessing online resources? Broken out by country of respondent
Table 6.2.3 How satisfied are you with the ease of accessing online resources? Broken out by engineering school ranking
Table 6.2.4 How satisfied are you with the ease of accessing online resources? Broken out by title of respondent
Table 6.2.5 How satisfied are you with the ease of accessing online resources? Broken out by age of respondent
Table 6.2.6 How satisfied are you with the ease of accessing online resources? Broken out by gender of respondent
Table 6.2.7 How satisfied are you with the ease of accessing online resources? Broken out by engineering school student enrollment
Table 6.2.8 How satisfied are you with the ease of accessing online resources? Broken out by public or private status
Table 6.2.9 How satisfied are you with the ease of accessing online resources? Broken out by number of courses taught in the past semester
Table 6.2.10 How satisfied are you with the ease of accessing online resources? Broken out by academic field
Table 6.3.1 How satisfied are you with the instruction in use of library resources?
Table 6.3.2 How satisfied are you with the instruction in use of library resources? Broken out by country of respondent
Table 6.3.3 How satisfied are you with the instruction in use of library resources? Broken out by engineering school ranking
Table 6.3.4 How satisfied are you with the instruction in use of library resources? Broken out by title of respondent
Table 6.3.5 How satisfied are you with the instruction in use of library resources? Broken out by age of respondent
Table 6.3.6 How satisfied are you with the instruction in use of library resources? Broken out by gender of respondent
Table 6.3.7 How satisfied are you with the instruction in use of library resources? Broken out by engineering school student enrollment
Table 6.3.8 How satisfied are you with the instruction in use of library resources? Broken out by public or private status
Table 6.3.9 How satisfied are you with the instruction in use of library resources? Broken out by number of courses taught in the past semester
Table 6.3.10 How satisfied are you with the instruction in use of library resources? Broken out by academic field
Table 6.4.1 How satisfied are you with the extent and quality of engineering journals collection?
Table 6.4.2 How satisfied are you with the extent and quality of engineering journals collection? Broken out by country of respondent
Table 6.4.3 How satisfied are you with the extent and quality of engineering journals collection? Broken out by engineering school ranking
Table 6.4.4 How satisfied are you with the extent and quality of engineering journals collection? Broken out by title of respondent
Table 6.4.5 How satisfied are you with the extent and quality of engineering journals collection? Broken out by age of respondent
Table 6.4.6 How satisfied are you with the extent and quality of engineering journals collection? Broken out by gender of respondent
Table 6.4.7 How satisfied are you with the extent and quality of engineering journals collection? Broken out by engineering school student enrollment
Table 6.4.8 How satisfied are you with the extent and quality of engineering journals collection? Broken out by public or private status
Table 6.4.9 How satisfied are you with the extent and quality of engineering journals collection? Broken out by number of courses taught in the past semester
Table 6.4.10 How satisfied are you with the extent and quality of engineering journals collection? Broken out by academic field
Table 6.5.1 How satisfied are you with the help with developing online courses?
Table 6.5.2 How satisfied are you with the help with developing online courses? Broken out by country of respondent
Table 6.5.3 How satisfied are you with the help with developing online courses? Broken out by engineering school ranking
Table 6.5.4 How satisfied are you with the help with developing online courses? Broken out by title of respondent
Table 6.5.5 How satisfied are you with the help with developing online courses? Broken out by age of respondent
Table 6.5.6 How satisfied are you with the help with developing online courses? Broken out by gender of respondent
Table 6.5.7 How satisfied are you with the help with developing online courses? Broken out by engineering school student enrollment
Table 6.5.8 How satisfied are you with the help with developing online courses? Broken out by public or private status
Table 6.5.9 How satisfied are you with the help with developing online courses? Broken out by number of courses taught in the past semester
Table 6.5.10 How satisfied are you with the help with developing online courses? Broken out by academic field
Table 7.1 What percentage of engineering school classes do you feel should remain predominantly online post pandemic?
Table 7.2 What percentage of engineering school classes do you feel should remain predominantly online post pandemic? Broken out by country of respondent
Table 7.3 What percentage of engineering school classes do you feel should remain predominantly online post pandemic? Broken out by engineering school ranking
Table 7.4 What percentage of engineering school classes do you feel should remain predominantly online post pandemic? Broken out by title of respondent
Table 7.5 What percentage of engineering school classes do you feel should remain predominantly online post pandemic? Broken out by age of respondent
Table 7.6 What percentage of engineering school classes do you feel should remain predominantly online post pandemic? Broken out by gender of respondent
Table 7.7 What percentage of engineering school classes do you feel should remain predominantly online post pandemic? Broken out by engineering school student enrollment
Table 7.8 What percentage of engineering school classes do you feel should remain predominantly online post pandemic? Broken out by public or private status
Table 7.9 What percentage of engineering school classes do you feel should remain predominantly online post pandemic? Broken out by number of courses taught in the past semester
Table 7.10 What percentage of engineering school classes do you feel should remain predominantly online post pandemic? Broken out by academic field
What practices that developed during the pandemic do you feel should be held over and extended post pandemic? Broken out by academic field
Table 8.1 Your engineering school administration should be bigger or smaller?
Table 8.2 Your engineering school administration should be bigger or smaller? Broken out by country of respondent
Table 8.3 Your engineering school administration should be bigger or smaller? Broken out by engineering school ranking
Table 8.4 Your engineering school administration should be bigger or smaller? Broken out by title of respondent
Table 8.5 Your engineering school administration should be bigger or smaller? Broken out by age of respondent
Table 8.6 Your engineering school administration should be bigger or smaller? Broken out by gender of respondent
Table 8.7 Your engineering school administration should be bigger or smaller? Broken out by engineering school student enrollment
Table 8.8 Your engineering school administration should be bigger or smaller? Broken out by public or private status
Table 8.9 Your engineering school administration should be bigger or smaller? Broken out by number of courses taught in the past semester
Table 8.10 Your engineering school administration should be bigger or smaller? Broken out by academic field
Samples
LOADING...
Sources / Contributors
- Boston University
- Brown University
- Carleton University
- Carnegie Mellon University
- City University of Hong Kong
- Colorado State University
- Columbia University
- Curtin University
- Cuyahoga Community College
- Duke University
- Eastern Michigan University
- Florida International University
- George Washington University
- Harding University
- Harvard School
- Houston Baptist University
- Imperial College
- Massey University
- McGill University
- Monash University
- Northeastern University
- NYU
- Oklahoma State University
- Penn State
- Rose-Hulman Institute of Technology
- Saint Louis University
- TAMU
- The University of Maryland
- The University of California, Riverside
- University College Dublin
- University of Alabama
- University of Alberta
- University of Auckland
- University of British Columbia
- University of California at Berkeley
- University of California at Santa Barbara
- University of Florida
- University of Hawaii
- University of Idaho
- University of Illinois
- University of Iowa
- University of Leeds
- University of Michigan
- University of Missouri
- University of Nottingham
- University of Nottingham Malaysia
- University of Oxford
- University of Pittsburgh
- University of Regina
- University of South Alabama
- University of South Carolina
- University of Texas at Austin
- University of Utah
- University of Wisconsin Madison
- Virginia Commonwealth University
- Washington University in St. Louis
- Yale University
Methodology
LOADING...
