Over the course of seven years, the biological sciences librarian conducted student evaluations to assess and inform her teaching practice. Considering that the skills taught and the evaluation forms were similar while the mode of delivery had evolved from a workbook to an online active learning module, these evaluations were compared with the thought that the results might shed light on effective delivery methods. In comparable studies, Archambault used a multi-year assessment of student evaluations to look at changes in the curriculum and changes in library instruction from blended to online delivery (88), and Searing used a ten year analysis to compare student evaluations of library orientation and information literacy instruction