Introduction: This article highlights the importance of providing accessible scholarly publishing education and support to graduate students through presenting a case study of how the University of Louisville’s Publishing Academy was modified to be fully online and intentionally focus on diversity, equity, and inclusion (DEI).Literature Review: The literature review examines existing scholarship related to publishing support for graduate students, focusing on literature discussing the importance of publishing for doctoral students and describing successful publishing and writing support programs. Overview of Publishing Academy: University of Louisville’s Publishing Academy is a biennial scholarly publishing program for graduate students founded in 2017. Planning and execution of the Spring 2021 iteration of the academy occurred during the global COVID-19 pandemic and during a time of national civil unrest due to racial inequity and injustice. The context of the times necessitated changes be made to the Publishing Academy, including moving the academy to a fully virtual format and intentionally focusing on DEI in developing academy sessions and faculty panels. Next Steps: Next steps for the Publishing Academy are considered based on participant feedback and organizer observations. 

This article presents an analysis of student feedback received via formal biennial survey and informal post-it notes assessment, and advocates for the use of informal assessment methods to supplement formal methodologies. A biennial satisfaction survey and an informal post-it notes assessment were employed to collect data from library users and yielded comprehensive, timely, and actionable feedback from the students, faculty, and staff. Feedback received from the two assessment methods allowed the University Library of Columbus (ULC) to gain a greater understanding of user needs and preferences which was used to improve library spaces, resources, and services to increase user satisfaction. While each method has advantages and disadvantages, combining varied assessment methods helped the ULC to gain a more holistic understanding of its users and provided a rich set of actionable data. Furthermore, student feedback is a valuable tool for library advocacy and outreach to both the university community at large and administrators.