Library instruction programs often center around reaching first year students in a required course. Predictable contact with a student pool of this size is not only an excellent foundation for consistent delivery of information literacy instruction, it can also be a valuable component of an assessment plan.

Frequently, assessment focuses on learning outcomes of instruction sessions. How else might we examine the impact of instruction through our students? DePaul's Library surveyed seniors in capstone courses university-wide to gauge their perceptions of the instruction they had received over their years at the university. Their responses provided information about the reach of the instruction program (distribution, depth, and frequency) but also helped in gaining valuable insight about student research challenges and library service opportunities.