Analogical reasoning is a basic learning process used by everyone both in and out of the classroom. Analogies have been shown to facilitate student comprehension by connecting (mapping) complex or abstract concepts (targets) to familiar concepts (sources). Most existing research on analogies in geoscience education has focused on student outcomes, student perspectives, and lower-level courses, such as K-12 and introductory undergraduate courses. This study focuses on an understudied population, geoscience instructors, and analogy use in upper-level courses. A digital survey (conducted in Spring 2026) investigated the following research questions:

1. What types of analogies are used in upper-level geoscience courses?
2. Do geoscience instructors believe that analogies aid or harm student learning? Are there complications when using analogical examples in upper-level geoscience courses?
3. How do geoscience instructors engage students with analogies in upper-level geoscience courses?

The geoscience instructor survey participants (n=50) provided 145 analogies that they use in their courses/instruction. Preliminary analysis of survey data suggests that plate tectonics, rock, and mineral analogies are the most commonly used in participants' geoscience courses. A majority of geoscience instructor participants believe analogies are effective but have noted that analogies, much like models, have limitations that must be addressed to avoid student misunderstandings. Lastly, survey responses suggest that the most common ways instructors engage students with analogies are by utilizing a visual aid and/or discussing the analogy in lecture.