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NEA2011 Collaborating with Faculty

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  • 1. Creating Classes To Promote Your Collections and Connect With Faculty
    Nicole Feeney, Associate University Archivist
    Moakley Archive and Institute at Suffolk University
    nfeeney@suffolk.edu
    www.suffolk.edu/moakley
    www.slideshare.net/MoakleyArchive
    1
  • 2. Talking Points
    Get out of the archives and into a classroom
    Addressing faculty and archivist expectations
    Using email to connect with faculty
    Structure of the classes
    Assessment of the class periods
    On the horizon
    2
  • 3. Venture Out Beyond The Reading Room
    Venturing out takes on different shapes but for the Moakley Archive it looks like this:
    Developing reusable lessons that:
    Showcase our department and collections
    Include a wide variety of primary sources
    Teaches students how to research
    Increase collection usage and patrons
    Improve campus-wide recognition and visibility
    Create opportunities to teach in other classes
    Sending emails
    Attending trainings and talking up our programs
    Hosting events
    Venturing out has led to:
    Reinforcing our role as a necessary and vital department
    Being more than “the office you can get old pictures from”
    Becoming a better bridge (to research)
    3
  • 4. Faculty and the Ivory Tower
    Faculty experience:
    • Pressure from administration
    • 5. Departmental climate/challenges
    • 6. Publication/research quotas
    • 7. Students
    Concerns are valid and shape expectations and career
    Faculty are not difficult to work with!
    4
  • 8. Expectations:
    Faculty
    Archivist
    5
    • Students who are engaged and critical thinkers
    • 9. Dynamic and innovative courses and content
    • 10. Feathers for cap
    • 11. Exposure for our collections and services
    • 12. Increased usage of collections
    • 13. Feathers for cap
  • Expectations: The Overlap
    • Faculty use archival materials in addition to or instead of textbooks
    • 14. Students become experienced researchers
    • 15. Collections used more
    6
  • 16. The Process: Baptism by Fire
    What do I want to communicate?
    Who can I present this class to?
    • Match collection strengths to specific academic depts.
    • 17. Look for courses or depts. with a research component
    • 18. Figure out who is teaching what and when
    How do I want to present my class period?
    Dummy boxes
    Class guide
    • Background info on documents
    • 21. “Digging Deeper” Questions
    • 22. Additional collection information
    How will the class function and flow?
    7
    Photo from http://www.flickr.com/photos/chrstphre (accessed 7/8/2011)
  • 23. The Process: Initial Contact
    Direct email to faculty
    • Timing is everything
    • 24. Jargon
    • 25. Emphasize benefits: “what we can do for you”
    Emails:
    • Provide links to Web site resources
    • 26. 1st batch of emails sent Jan. 2007
    Primary source research class
    2 government ‘Research Methods’ course (same prof.)
    • Current: 2010-2011
    13 emails
    • 11 Faculty (through OneSource)
    • 27. 2 Staff (through events)
    13 classes
    • 9 semester long
    • 28. 4 government research methods
    8
    Photo from: http://www.flickr.com/photos/cosmorochester/ (accessed 7/8/2011)
  • 29. The Products: Primary Source Research Methods Class and Semester Long Course
    Highlight our collections and services
    Teach students about:
    • Information literacy and how to do research
    • 30. Archives (primary) vs. libraries (secondary)
    • 31. Understanding and Using Archival Collections
    • 32. “The Process” of Doing Archival Research
    Connect students to:
    • Archive resources
    • 33. Primary sources/not a textbook
    • 34. Documents that are fun and mundane
    • 35. Complex concepts through Exciting class discussion
    • 36. “Responsible historical empathy”
    Primary source research methods class is discipline neutral!
    Can be recycled!
    9
  • 37. Research Methods Class: Joe Moakley and the Garrity Decision
    Power point: (20 min)
    Info literacy and research skills
    Archive resources
    Moakley overview
    Garrity Decision context/history
    Hands-on class exercise with study guide (40 min)
    Class divided into groups
    Pass out the guide
    Review and connect info literacy skills (5 min)
    Students read the guide (10 min)
    Pass out document cases
    Groups review and discuss documents (10 min)
    Groups answer questions in guide (5 min)
    Reconvene as class for discussion (10 min)
    10
  • 38. Semester Long Course: Gvt 347 Legislative Politics Joe Moakley Case Study
    1st iteration used Joe Moakley as a case study:
    • Access to Paper, audio/visual, photographs
    via black board
    • Readings from 6 textbooks and primary
    sources
    • Students required to write paper on any
    topic of their choosing from Moakley Papers
    • Archivists
    • 39. Selected documents to correspond with text
    • 40. Taught classes
    • 41. Created power points and discussion
    questions
    • Reference interviews and research help
    2nd iteration used Moakley and Dick Armey as case studies:
    Collaboration between Moakley Archive and Carl Albert Center of OSU
    Access to Paper, audio/visual, photographs via black board
    Readings from primary sources and 1 textbook
    Students required to write paper on any topic of their choosing from Moakley Papers
    Archivists
    • Selected documents to replace textbooks
    • 42. Taught classes
    • 43. Created power points and questions to guide class discussion
    • 44. Reference interviews and research help
    11
    This faculty member is our greatest advocate. We have presented our unique partnership at several on-campus symposiums and brown bag lunches.
  • 45. Evaluation and Assessment is Informal
    12
    Students are typically vague but positive: “thanks”, “that was neat”, “I didn’t know that”
    “Nicole,
    I just wanted to send you a quick email thanking you for your help a little over a month ago in the Moakley Archives. I ended up getting an A in the course, and I have you to thank for the success of my paper because if I did not have the assistance you provided I would have been very lost. Thank you again for your help, it is very much appreciated!”
    Faculty enjoy the partnership because content is informative and the diverse types of materials on sensitive topics and lead to thought provoking discussion.
    "[This class] provides students with a praxis between the legislative studies literature and the day to day reality of life in Congress… Without the willing partners at the Moakley Archive this class wouldn’t work.”
    “Working with the Moakley Institute has greatly enhanced the quality of the class and the quality of my teaching in it… [and] enhanced the quality of the ideas studied and end products produced by the students.”
  • 46. Final Thoughts
    Looking Back:“increase”
    More faculty members request our research skills class
    Research skills class runs multiple times per semester
    More students use our collections
    Our services and collections are more visible to faculty and administrators
    • Water cooler talk
    • 47. Departmental meetings
    • 48. End of the year reports
    Looking Forward: “share”
    Create a ‘Digital classroom’: a Web presence that allows us to dynamically deliver current and future classes
    Create stipend as an incentive for Suffolk faculty to develop course using our collections
    Create survey for students and faculty and use stats to advocate for our involvement with other departments
    13

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