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Survey of Law School Faculty & Staff: Evaluating Information Technology Needs & Resources

  • ID: 4988880
  • Report
  • February 2020
  • Region: Global
  • 128 Pages
  • Primary Research Group
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The study presents findings from a survey of 96 faculty members and staff from 63 law schools in North America.  The report presents highly detailed data on satisfaction with information technology support services, and with specific features such as the speed of response, training services and online tutorials and tech knowledge, and identifies current and emerging areas of need for information technology services and support.  Faculty and staff evaluate their need for help with the following: posting video and audio files to course web pages, using videoconferencing or live streaming, using legal information databases, accessing library resources, using PDF’s, citation software, use of the course management system, use of social media, use of Word and PowerPoint, and much much more. 

The study also presents focused and specific data and/or commentary on how much faculty and staff need and value various forms of IT hardware and related services such as interactive monitors, group study rooms, microphones, printers, podcasting equipment, iPads, video cameras and more.

Respondents comment on what their law school IT departments do well, and what they could be doing better.  

Just a few of this report’s many findings are that:

  • A shade more than 58% of faculty and staff considered their law school’s information technology services either good or excellent.
  • Fewer than 20% of respondents feel that they need help with learning citation software but nearly 60% of respondents aged 30-39 felt that they needed this help.
  • On average, respondents sought the assistance of or interacted with members of the Information Technology Staff 23.05 times within the past year
  • Adjuncts and clinical faculty had the highest rate of satisfaction with special technology equipped classrooms or study rooms.

Data in the report is broken out by numerous useful benchmarking criteria such as law school ranking, enrolment size, for public and private institutions, and by personal variables such as academic title, gender, age, and even course load.

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1. THE QUESTIONNAIRE    

2. INSTITUTIONAL AFFILIATIONS OF THE SURVEY PARTICIPANTS    

  • Characteristics of the Sample  

3. SUMMARY OF MAIN FINDINGS  

  • Importance of each of the following information technology capabilities    
  • Importance of ability to post video or audio files to course web pages    
  • Importance of video conferencing or live streaming    
  • Importance of group study rooms    
  • Importance of legal information database training    
  • Importance of quality of printers and scanners    
  • Importance of ease of accessing of law school and law library websites from remote locations    
  • Importance of access to and quality of interactive monitors.    
  • Quality ratings of information technology services    
  • Quality rating of information technology services    
  • Rating of help desk response speed    
  • Quality rating of help desk personnel’s knowledgeability    
  • Quality rating of information technology training    
  • Quality rating of support for document preparation    
  • Rating of breadth and quality of information technology tutorials    
  • Quality and availability of special technology-equipped classrooms or study rooms    
  • Rating of ease of use of course management system    
  • Rating of ease of getting help for the use of databases    
  • Rating of assistance in setting up or managing work-related websites    
  • Rating assistance with establishing or maintaining social media    
  • Rating assistance with establishing or maintaining a blog    
  • Discounts received by law faculty on information technology equipment    
  • Frequency of seeking the assistance of or interaction with Information Technology staff    
  • Areas requiring future help    
  • Use of PDFs    
  • Use of PowerPoint or other presentation software    
  • Use of Microsoft Word or other Word processing programs    
  • Citation and footnoting    
  • Connecting to law school services or content    
  • Use of the course management system    
  • Using the law school intranet    
  • Use of online class email, notice and grading systems    
  • Setting up or managing work-related blog or website    
  • Managing social media accounts    
  • Information technology wanted for a loan at a law library    
  • What the IT department does particularly well    
  • Improvements in IT department    

List of Tables

Table 1 How important are each of the following?    
Table 1.1.1 How important is the ability to post video or audio files to course management web pages?    
Table 1.1.2 How important is the ability to post video or audio files to course management web pages? Broken out by law school ranking    
Table 1.1.3 How important is the ability to post video or audio files to course management web pages? Broken out by academic title    
Table 1.1.4 How important is the ability to post video or audio files to course management web pages? Broken out by personal age of the respondent    
Table 1.1.5 How important is the ability to post video or audio files to course management web pages? Broken out by gender of the respondent    
Table 1.1.6 How important is the ability to post video or audio files to course management web pages? Broken out by law school enrollment    
Table 1.1.7 How important is the ability to post video or audio files to course management web pages? Broken out for public and private law schools    
Table 1.1.8 How important is the ability to post video or audio files to course management web pages? Broken out by the number of courses taught in the past semester by the survey respondent    
Table 1.2.1 How important is the availability of video conferencing or live streaming capabilities for your class or lecture?    
Table 1.2.2 How important is the availability of video conferencing or live streaming capabilities for your class or lecture? Broken out by law school ranking    
Table 1.2.3 How important is the availability of video conferencing or live streaming capabilities for your class or lecture? Broken out by the academic title    
Table 1.2.4 How important is the availability of video conferencing or live streaming capabilities for your class or lecture? Broken out by personal age of the respondent    
Table 1.2.5 How important is the availability of video conferencing or live streaming capabilities for your class or lecture? Broken out by gender of the respondent    
Table 1.2.6 How important is the availability of video conferencing or live streaming capabilities for your class or lecture? Broken out by law school enrollment    
Table 1.2.7 How important is the availability of video conferencing or live streaming capabilities for your class or lecture? Broken out for public and private law schools    
Table 1.2.8 How important is the availability of video conferencing or live streaming capabilities for your class or lecture? Broken out by number of courses taught in the past semester by the survey respondent    
Table 1.3.1 How important is the availability of group study rooms in the law library or law school?    
Table 1.3.2 How important is the availability of group study rooms in the law library or law school? Broken out by law school ranking    
Table 1.3.3 How important is the availability of group study rooms in the law library or law school? Broken out by the academic title    
Table 1.3.4 How important is the availability of group study rooms in the law library or law school? Broken out by personal age of the respondent    
Table 1.3.5 How important is the availability of group study rooms in the law library or law school? Broken out by gender of the respondent    
Table 1.3.6 How important is the availability of group study rooms in the law library or law school? Broken out by law school enrollment    
Table 1.3.7 How important is the availability of group study rooms in the law library or law school? Broken out for public and private law schools    
Table 1.3.8 How important is the availability of group study rooms in the law library or law school? Broken out by the number of courses taught in the past semester by the survey respondent    
Table 1.4.1 How important is the quality of training on legal information databases?    
Table 1.4.2 How important is the quality of training on legal information databases? Broken out by law school ranking    
Table 1.4.3 How important is the quality of training on legal information databases? Broken out by the academic title    
Table 1.4.4 How important is the quality of training on legal information databases? Broken out by personal age of the respondent    
Table 1.4.5 How important is the quality of training on legal information databases? Broken out by gender of the respondent    
Table 1.4.6 How important is the quality of training on legal information databases? Broken out by law school enrollment    
Table 1.4.7 How important is the quality of training on legal information databases? Broken out for public and private law schools    
Table 1.4.8 How important is the quality of training on legal information databases? Broken out by the number of courses taught in the past semester by the survey respondent    
Table 1.5.1 How important is the quality of law library and law school-based printers and scanners?    
Table 1.5.2 How important is the quality of law library and law school-based printers and scanners? Broken out by law school ranking    
Table 1.5.3 How important is the quality of law library and law school-based printers and scanners? Broken out by the academic title    
Table 1.5.4 How important is the quality of law library and law school-based printers and scanners? Broken out by personal age of the respondent    
Table 1.5.5 How important is the quality of law library and law school-based printers and scanners? Broken out by gender of the respondent    
Table 1.5.6 How important is the quality of law library and law school-based printers and scanners? Broken out by law school enrollment    
Table 1.5.7 How important is the quality of law library and law school-based printers and scanners? Broken out for public and private law schools    
Table 1.5.8 How important is the quality of law library and law school-based printers and scanners? Broken out by the number of courses taught in the past semester by the survey respondent    
Table 1.6.1 How important is the ease of accessing needed law school and law library websites from home and other remote locations?    
Table 1.6.2 How important is the ease of accessing needed law school and law library websites from home and other remote locations? Broken out by law school ranking    
Table 1.6.3 How important is the ease of accessing needed law school and law library websites from home and other remote locations? Broken out by academic title    
Table 1.6.4 How important is the ease of accessing needed law school and law library websites from home and other remote locations? Broken out by personal age of the respondent    
Table 1.6.5 How important is the ease of accessing needed law school and law library websites from home and other remote locations? Broken out by gender of the respondent    
Table 1.6.6 How important is the ease of accessing needed law school and law library websites from home and other remote locations? Broken out by law school enrollment    
Table 1.6.7 How important is the ease of accessing needed law school and law library websites from home and other remote locations? Broken out for public and private law schools    
Table 1.6.8 How important is the ease of accessing needed law school and law library websites from home and other remote locations? Broken out by the number of courses taught in the past semester by the survey respondent    
Table 1.7.1 How important is access to and quality of interactive monitors?    
Table 1.7.2 How important is access to and quality of interactive monitors? Broken out by law school ranking    
Table 1.7.3 How important is access to and quality of interactive monitors? Broken out by the academic title    
Table 1.7.4 How important is access to and quality of interactive monitors? Broken out by personal age of the respondent    
Table 1.7.5 How important is access to and quality of interactive monitors? Broken out by gender of the respondent    
Table 1.7.6 How important is access to and quality of interactive monitors? Broken out by law school enrollment    
Table 1.7.7 How important is access to and quality of interactive monitors? Broken out for public and private law schools    
Table 1.7.8 How important is access to and quality of interactive monitors? Broken out by the number of courses taught in the past semester by the survey respondent    
Table 2 Rate the information technology services available at your law school.    
Table 2.1.1 Rate the speed of help desk response    
Table 2.1.2 Rate the speed of help desk response Broken out by law school ranking    
Table 2.1.3 Rate the speed of help desk response Broken out by the academic title    
Table 2.1.4 Rate the speed of help desk response Broken out by personal age of the respondent    
Table 2.1.5 Rate the speed of help desk response Broken out by gender of the respondent    
Table 2.1.6 Rate the speed of help desk response Broken out by law school enrollment    
Table 2.1.7 Rate the speed of help desk response Broken out for public and private law schools    
Table 2.1.8 Rate the speed of help desk response Broken out by the number of courses taught in the past semester by the survey respondent    
Table 2.2.1 Rate the knowledgeability of help desk personnel    
Table 2.2.2 Rate the knowledgeability of help desk personnel Broken out by law school ranking    
Table 2.2.3 Rate the knowledgeability of help desk personnel Broken out by the academic title    
Table 2.2.4 Rate the knowledgeability of help desk personnel that is available at your Broken out by personal age of the respondent    
Table 2.2.5 Rate the knowledgeability of help desk personnel Broken out by gender of the respondent    
Table 2.2.6 Rate the knowledgeability of help desk personnel Broken out by law school enrollment    
Table 2.2.7 Rate the knowledgeability of help desk personnel Broken out for public and private law schools    
Table 2.2.8 Rate the knowledgeability of help desk personnel Broken out by the number of courses taught in the past semester by the survey respondent    
Table 2.3.1 Rate the quality of information technology training    
Table 2.3.2 Rate the quality of information technology training Broken out by law school ranking    
Table 2.3.3 Rate the quality of information technology training Broken out by the academic title    
Table 2.3.4 Rate the quality of information technology training Broken out by personal age of the respondent    
Table 2.3.5 Rate the quality of information technology training Broken out by gender of the respondent    
Table 2.3.6 Rate the quality of information technology training Broken out by law school enrollment    
Table 2.3.7 Rate the quality of information technology training Broken out for public and private law schools    
Table 2.3.8 Rate the quality of information technology training Broken out by the number of courses taught in the past semester by the survey respondent    
Table 2.4.1 Rate the support for document preparation    
Table 2.4.2 Rate the support for document preparation Broken out by law school ranking    
Table 2.4.3 Rate the support for document preparation Broken out by the academic title    
Table 2.4.4 Rate the support for document preparation Broken out by personal age of the respondent    
Table 2.4.5 Rate the support for document preparation Broken out by gender of the respondent    
Table 2.4.6 Rate the support for document preparation Broken out by law school enrollment    
Table 2.4.7 Rate the support for document preparation Broken out for public and private law schools    
Table 2.4.8 Rate the support for document preparation Broken out by the number of courses taught in the past semester by the survey respondent    
Table 2.5.1 Rate the breadth and quality of information technology tutorials    
Table 2.5.2 Rate the breadth and quality of information technology tutorials Broken out by law school ranking    
Table 2.5.3 Rate the breadth and quality of information technology tutorials Broken out by the academic title    
Table 2.5.4 Rate the breadth and quality of information technology tutorials Broken out by personal age of the respondent    
Table 2.5.5 Rate the breadth and quality of information technology tutorials Broken out by gender of the respondent    
Table 2.5.6 Rate the breadth and quality of information technology tutorials Broken out by law school enrollment    
Table 2.5.7 Rate the breadth and quality of information technology tutorials Broken out for public and private law schools    
Table 2.5.8 Rate the breadth and quality of information technology tutorials Broken out by the number of courses taught in the past semester by the survey respondent    
Table 2.6.1 Rate the quality and availability of special technology-equipped classrooms or study rooms    
Table 2.6.2 Rate the quality and availability of special technology-equipped classrooms or study rooms Broken out by law school ranking    
Table 2.6.3 Rate the quality and availability of special technology-equipped classrooms or study rooms Broken out by the academic title    
Table 2.6.4 Rate the quality and availability of special technology-equipped classrooms or study rooms Broken out by personal age of the respondent    
Table 2.6.5 Rate the quality and availability of special technology-equipped classrooms or study rooms Broken out by gender of the respondent    
Table 2.6.6 Rate the quality and availability of special technology-equipped classrooms or study rooms Broken out by law school enrollment    
Table 2.6.7 Rate the quality and availability of special technology-equipped classrooms or study rooms Broken out for public and private law schools    
Table 2.6.8 Rate the quality and availability of special technology-equipped classrooms or study rooms Broken out by the number of courses taught in the past semester by the survey respondent    
Table 2.7.1 Rate the ease of use of the course management system    
Table 2.7.2 Rate the ease of use of the course management system Broken out by law school ranking    
Table 2.7.3 Rate the ease of use of the course management system Broken out by the academic title    
Table 2.7.4 Rate the ease of use of the course management system Broken out by personal age of the respondent    
Table 2.7.5 Rate the ease of use of the course management system Broken out by gender of the respondent    
Table 2.7.6 Rate the ease of use of the course management system Broken out by law school enrollment    
Table 2.7.7 Rate the ease of use of the course management system Broken out for public and private law schools    
Table 2.7.8 Rate the ease of use of the course management system Broken out by the number of courses taught in the past semester by the survey respondent    
Table 2.8.1 Rate the ease of getting help for the use of Lexis, Westlaw, Bloomberg, and other databases    
Table 2.8.2 Rate the ease of getting help for use of Lexis, Westlaw, Bloomberg and other databases Broken out by law school ranking    
Table 2.8.3 Rate the ease of getting help for use of Lexis, Westlaw, Bloomberg and other databases Broken out by the academic title    
Table 2.8.4 Rate the ease of getting help for use of Lexis, Westlaw, Bloomberg and other databases Broken out by personal age of the respondent    
Table 2.8.5 Rate the ease of getting help for the use of Lexis, Westlaw, Bloomberg and other databases Broken out by gender of the respondent    
Table 2.8.6 Rate the ease of getting help for use of Lexis, Westlaw, Bloomberg and other databases Broken out by law school enrollment    
Table 2.8.7 Rate the ease of getting help for use of Lexis, Westlaw, Bloomberg and other databases Broken out for public and private law schools    
Table 2.8.8 Rate the ease of getting help for use of Lexis, Westlaw, Bloomberg and other databases Broken out by the number of courses taught in the past semester by the survey respondent    
Table 2.9.1 Rate the assistance in setting up or managing work-related websites    
Table 2.9.2 Rate the assistance in setting up or managing work-related websites Broken out by law school ranking    
Table 2.9.3 Rate the assistance in setting up or managing work-related websites Broken out by the academic title    
Table 2.9.4 Rate the assistance in setting up or managing work-related websites Broken out by personal age of the respondent    
Table 2.9.5 Rate the assistance in setting up or managing work-related websites Broken out by gender of the respondent    
Table 2.9.6 Rate the assistance in setting up or managing work-related websites Broken out by law school enrollment    
Table 2.9.7 Rate the assistance in setting up or managing work-related websites Broken out for public and private law schools    
Table 2.9.8 Rate the assistance in setting up or managing work-related websites Broken out by the number of courses taught in the past semester by the survey respondent    
Table 2.10.1 Rate the assistance with establishing or maintaining a presence on LinkedIn, Facebook, Twitter or other social media    
Table 2.10.2 Rate the assistance with establishing or maintaining a presence on LinkedIn, Facebook, Twitter or other social media Broken out by law school ranking    
Table 2.10.3 Rate the assistance with establishing or maintaining a presence on LinkedIn, Facebook, Twitter or other social media Broken out by the academic title    
Table 2.10.4 Rate the assistance with establishing or maintaining a presence on LinkedIn, Facebook, Twitter or other social media Broken out by personal age of the respondent    
Table 2.10.5 Rate the assistance with establishing or maintaining a presence on LinkedIn, Facebook, Twitter or other social media Broken out by gender of the respondent    
Table 2.10.6 Rate the assistance with establishing or maintaining a presence on LinkedIn, Facebook, Twitter or other social media Broken out by law school enrollment    
Table 2.10.7 Rate the assistance with establishing or maintaining a presence on LinkedIn, Facebook, Twitter or other social media Broken out for public and private law schools    
Table 2.10.8 Rate the assistance with establishing or maintaining a presence on LinkedIn, Facebook, Twitter or other social media Broken out by the number of courses taught in the past semester by the survey respondent    
Table 2.11.1 Rate the assistance with establishing or maintaining a blog    
Table 2.11.2 Rate the assistance with establishing or maintaining a blog Broken out by law school ranking    
Table 2.11.3 Rate the assistance with establishing or maintaining a blog Broken out by the academic title    
Table 2.11.4 Rate the assistance with establishing or maintaining a blog Broken out by personal age of the respondent    
Table 2.11.5 Rate the assistance with establishing or maintaining a blog Broken out by gender of the respondent    
Table 2.11.6 Rate the assistance with establishing or maintaining a blog Broken out by law school enrollment    
Table 2.11.7 Rate the assistance with establishing or maintaining a blog Broken out for public and private law schools    
Table 2.11.8 Rate the assistance with establishing or maintaining a blog Broken out by the number of courses taught in the past semester by the survey respondent    
What kind of discount does the law faculty generally receive on personal purchases of computers and other information technology equipment when purchased through or in conjunction with the law school IT department? Broken out by law school ranking    
Table 3.1 How many times in the past year have you sought the assistance of or otherwise interacted with a member of the Information Technology Staff at your law school, either in person or by phone or email?    
Table 3.2 How many times in the past year have you sought the assistance of or otherwise interacted with a member of the Information Technology Staff at your law school, either in person or by phone or email? Broken out by law school ranking    
Table 3.3 How many times in the past year have you sought the assistance of or otherwise interacted with a member of the Information Technology Staff at your law school, either in person or by phone or email? Broken out by the academic title  
Table 3.4 How many times in the past year have you sought the assistance of or otherwise interacted with a member of the Information Technology Staff at your law school, either in person or by phone or email? Broken out by personal age of the respondent    
Table 3.5 How many times in the past year have you sought the assistance of or otherwise interacted with a member of the Information Technology Staff at your law school, either in person or by phone or email? Broken out by gender of the respondent    
Table 3.6 How many times in the past year have you sought the assistance of or otherwise interacted with a member of the Information Technology Staff at your law school, either in person or by phone or email? Broken out by law school enrollment    
Table 3.7 How many times in the past year have you sought the assistance of or otherwise interacted with a member of the Information Technology Staff at your law school, either in person or by phone or email? Broken out for public and private law schools    
Table 3.8 How many times in the past year have you sought the assistance of or otherwise interacted with a member of the Information Technology Staff at your law school, either in person or by phone or email? Broken out by the number of courses taught in the past semester by the survey respondent    
Table 4 In which of the following areas might you need help in the future? (Check all that apply)    
Table 4.1.1 Might you need help with using PDF's in the future?    
Table 4.1.2 Might you need help with using PDF's in the future? Broken out by law school ranking    
Table 4.1.3 Might you need help with using PDF's in the future? Broken out by the academic title    
Table 4.1.4 Might you need help with using PDF's in the future? Broken out by personal age of the respondent    
Table 4.1.5 Might you need help with using PDF's in the future? Broken out by gender of the respondent    
Table 4.1.6 Might you need help with using PDF's in the future? Broken out by law school enrollment    
Table 4.1.7 Might you need help with using PDF's in the future? Broken out for public and private law schools    
Table 4.1.8 Might you need help with using PDF's in the future? Broken out by the number of courses taught in the past semester by the survey respondent    
Table 4.2.1 Might you need help with the use of PowerPoint or other presentation software in the future?    
Table 4.2.2 Might you need help with the use of PowerPoint or other presentation software in the future? Broken out by law school ranking    
Table 4.2.3 Might you need help with the use of PowerPoint or other presentation software in the future? Broken out by the academic title    
Table 4.2.4 Might you need help with the use of PowerPoint or other presentation software in the future? Broken out by personal age of the respondent    
Table 4.2.5 Might you need help with the use of PowerPoint or other presentation software in the future? Broken out by gender of the respondent    
Table 4.2.6 Might you need help with the use of PowerPoint or other presentation software in the future? Broken out by law school enrollment    
Table 4.2.7 Might you need help with the use of PowerPoint or other presentation software in the future? Broken out for public and private law schools    
Table 4.2.8 Might you need help with the use of PowerPoint or other presentation software in the future? Broken out by the number of courses taught in the past semester by the survey respondent    
Table 4.3.1 Might you need help with the use of Microsoft Word or other Word processing programs in the future?    
Table 4.3.2 Might you need help with the use of Microsoft Word or other Word processing programs in the future? Broken out by law school ranking    
Table 4.3.3 Might you need help with the use of Microsoft Word or other Word processing programs in the future? Broken out by the academic title    
Table 4.3.4 Might you need help with the use of Microsoft Word or other Word processing programs in the future? Broken out by personal age of the respondent    
Table 4.3.5 Might you need help with the use of Microsoft Word or other Word processing programs in the future? Broken out by gender of the respondent    
Table 4.3.6 Might you need help with the use of Microsoft Word or other Word processing programs in the future? Broken out by law school enrollment    
Table 4.3.7 Might you need help with the use of Microsoft Word or other Word processing programs in the future? Broken out for public and private law schools    
Table 4.3.8 Might you need help with the use of Microsoft Word or other Word processing programs in the future? Broken out by the number of courses taught in the past semester by the survey respondent    
Table 4.4.1 Might you need help with citation and footnoting in the future?    
Table 4.4.2 Might you need help with citation and footnoting in the future? Broken out by law school ranking    
Table 4.4.3 Might you need help with citation and footnoting in the future? Broken out by academic title    
Table 4.4.4 Might you need help with citation and footnoting in the future? Broken out by personal age of the respondent    
Table 4.4.5 Might you need help with citation and footnoting in the future? Broken out by gender of the respondent    
Table 4.4.6 Might you need help with citation and footnoting in the future? Broken out by law school enrollment    
Table 4.4.7 Might you need help with citation and footnoting in the future? Broken out for public and private law schools    
Table 4.4.8 Might you need help with citation and footnoting in the future? Broken out by the number of courses taught in the past semester by the survey respondent    
Table 4.5.1 Might you need help with connecting to law school services or content via a laptop or other mobile device in the future?    
Table 4.5.2 Might you need help with connecting to law school services or content via a laptop or other mobile device in the future? Broken out by law school ranking    
Table 4.5.3 Might you need help with connecting to law school services or content via a laptop or other mobile device in the future? Broken out by academic title    
Table 4.5.4 Might you need help with connecting to law school services or content via a laptop or other mobile device in the future? Broken out by personal age of the respondent    
Table 4.5.5 Might you need help with connecting to law school services or content via a laptop or other mobile device in the future? Broken out by gender of the respondent    
Table 4.5.6 Might you need help with connecting to law school services or content via a laptop or other mobile device in the future? Broken out by law school enrollment    
Table 4.5.7 Might you need help with connecting to law school services or content via a laptop or other mobile device in the future? Broken out for public and private law schools    
Table 4.5.8 Might you need help with connecting to law school services or content via a laptop or other mobile device in the future? Broken out by the number of courses taught in the past semester by the survey respondent    
Table 4.6.1 Might you need help with using the course management system in the future?    
Table 4.6.2 Might you need help with using the course management system in the future? Broken out by law school ranking    
Table 4.6.3 Might you need help with using the course management system in the future? Broken out by the academic title    
Table 4.6.4 Might you need help with using the course management system in the future? Broken out by personal age of the respondent    
Table 4.6.5 Might you need help with using the course management system in the future? Broken out by gender of the respondent    
Table 4.6.6 Might you need help with using the course management system in the future? Broken out by law school enrollment    
Table 4.6.7 Might you need help with using the course management system in the future? Broken out for public and private law schools    
Table 4.6.8 Might you need help with using the course management system in the future? Broken out by number of courses taught in the past semester by the survey respondent    
Table 4.7.1 Might you need help with using the law school intranet in the future?    
Table 4.7.2 Might you need help with using the law school intranet in the future? Broken out by law school ranking    
Table 4.7.3 Might you need help with using the law school intranet in the future? Broken out by academic title    
Table 4.7.4 Might you need help with using the law school intranet in the future? Broken out by personal age of the respondent    
Table 4.7.5 Might you need help with using the law school intranet in the future? Broken out by gender of the respondent    
Table 4.7.6 Might you need help with using the law school intranet in the future? Broken out by law school enrollment    
Table 4.7.7 Might you need help with using the law school intranet in the future? Broken out for public and private law schools    
Table 4.7.8 Might you need help with using the law school intranet in the future? Broken out by number of courses taught in the past semester by the survey respondent    
Table 4.8.1 Might you need help with online class email, notice and grading systems in the future?    
Table 4.8.2 Might you need help with online class email, notice and grading systems in the future? Broken out by law school ranking    
Table 4.8.3 Might you need help with online class email, notice and grading systems in the future? Broken out by academic title    
Table 4.8.4 Might you need help with online class email, notice and grading systems in the future? Broken out by personal age of the respondent    
Table 4.8.5 Might you need help with online class email, notice and grading systems in the future? Broken out by gender of the respondent    
Table 4.8.6 Might you need help with online class email, notice and grading systems in the future? Broken out by law school enrollment    
Table 4.8.7 Might you need help with online class email, notice and grading systems in the future? Broken out for public and private law schools    
Table 4.8.8 Might you need help with online class email, notice and grading systems in the future? Broken out by the number of courses taught in the past semester by the survey respondent    
Table 4.9.1 Might you need help with setting up or managing a work-related blog or website in the future?    
Table 4.9.2 Might you need help with setting up or managing a work-related blog or website in the future? Broken out by law school ranking    
Table 4.9.3 Might you need help with setting up or managing a work-related blog or website in the future? Broken out by academic title    
Table 4.9.4 Might you need help with setting up or managing a work-related blog or website in the future? Broken out by personal age of respondent    
Table 4.9.5 Might you need help with setting up or managing a work-related blog or website in the future? Broken out by gender of respondent    
Table 4.9.6 Might you need help with setting up or managing a work-related blog or website in the future? Broken out by law school enrollment    
Table 4.9.7 Might you need help with setting up or managing a work-related blog or website in the future? Broken out for public and private law schools    
Table 4.9.8 Might you need help with setting up or managing a work-related blog or website in the future? Broken out by the number of courses taught in the past semester by the survey respondent    
Table 4.10.1 Might you need help with managing social media such as Facebook, LinkedIn or Twitter in the future?    
Table 4.10.2 Might you need help with managing social media such as Facebook, LinkedIn or Twitter in the future? Broken out by law school ranking    
Table 4.10.3 Might you need help with managing social media such as Facebook, LinkedIn or Twitter in the future? Broken out by academic title    
Table 4.10.4 Might you need help with managing social media such as Facebook, LinkedIn or Twitter in the future? Broken out by personal age of respondent    
Table 4.10.5 Might you need help with managing social media such as Facebook, LinkedIn or Twitter in the future? Broken out by gender of the respondent    
Table 4.10.6 Might you need help with managing social media such as Facebook, LinkedIn or Twitter in the future? Broken out by law school enrollment    
Table 4.10.7 Might you need help with managing social media such as Facebook, LinkedIn or Twitter in the future? Broken out for public and private law schools    
Table 4.10.8 Might you need help with managing social media such as Facebook, LinkedIn or Twitter in the future? Broken out by number of courses taught in the past semester by the survey respondent    
What kind of information technology would you most like to see available for library loan at your law library? Broken out by law school ranking    
What does your law school IT department do particularly well? Broken out by law school ranking    
In what areas do you feel that your law school's IT department could improve? Broken out by law school ranking    

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  • Albany Law School
  • Boston University
  • Brandeis School of Law
  • BYU Law School
  • CA Western Law School
  • California Western School of Law
  • Campbell Law School
  • Chicago Kent College of Law
  • Columbia University
  • Cornell Law School
  • CUNY School of Law
  • Dalhousie University, Schulich School of Law
  • Delaware Law Widener University
  • Drexel University
  • Duke Law School
  • Harvard Law School
  • Hofstra University Law School
  • Lewis and Clark Law School
  • Marquette University Law School
  • Mercer University School of Law
  • Michigan State University College of Law
  • Northeastern University School of Law
  • Notre Dame Law School
  • NYU School of Law
  • Oklahoma City University School of Law
  • OSU Moritz College of Law
  • Rutgers Law School
  • Santa Clara Law School
  • SCU Law School - Tech Edge
  • Suffolk U law school
  • SUNY Buffalo School of Law
  • Temple University Beasley School of Law
  • Texas Tech University School of Law
  • The Ohio State University Moritz College of Law
  • Thomas Jefferson School of Law
  • UC Irvine School of Law
  • UCONN School of Law
  • UIC John Marshall Law School
  • University of Akron School of Law
  • University of Alabama School of Law
  • University of Baltimore
  • University of Denver Law School
  • University of Florida
  • University of Georgia School of Law
  • University of Illinois College of Law
  • University of Louisville Law School
  • University of Maryland Carey School of Law
  • University of Miami School of Law
  • University of Michigan Law
  • University of Mississippi
  • University of Missouri
  • University of New Mexico School of Law
  • University of Oklahoma
  • University of Oregon School of Law
  • University of Pittsburgh
  • University of San Diego School of Law
  • University of Texas School of Law
  • UNLV Boyd School of Law
  • Vermont Law School
  • Villanova University School of law
  • Western Michigan University Thomas M. Cooley Law School
  • Widener University: Commonwealth Law School
  • William and Mary Law School
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