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NEA2011 Collaborating with Faculty
 

NEA2011 Collaborating with Faculty

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    NEA2011 Collaborating with Faculty NEA2011 Collaborating with Faculty Presentation Transcript

    • 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
    • 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
    • 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
    • Faculty and the Ivory Tower
      Faculty experience:
      • Pressure from administration
      • Departmental climate/challenges
      • Publication/research quotas
      • Students
      Concerns are valid and shape expectations and career
      Faculty are not difficult to work with!
      4
    • Expectations:
      Faculty
      Archivist
      5
      • Students who are engaged and critical thinkers
      • Dynamic and innovative courses and content
      • Feathers for cap
      • Exposure for our collections and services
      • Increased usage of collections
      • Feathers for cap
    • Expectations: The Overlap
      • Faculty use archival materials in addition to or instead of textbooks
      • Students become experienced researchers
      • Collections used more
      6
    • 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.
      • Look for courses or depts. with a research component
      • Figure out who is teaching what and when
      How do I want to present my class period?
      • Blackboard
      • Power point
      • Hands-on Exercise
      Dummy boxes
      Class guide
      • Background info on documents
      • “Digging Deeper” Questions
      • Additional collection information
      How will the class function and flow?
      7
      Photo from http://www.flickr.com/photos/chrstphre (accessed 7/8/2011)
    • The Process: Initial Contact
      Direct email to faculty
      • Timing is everything
      • Jargon
      • Emphasize benefits: “what we can do for you”
      Emails:
      • Provide links to Web site resources
      • 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)
      • 2 Staff (through events)
      13 classes
      • 9 semester long
      • 4 government research methods
      8
      Photo from: http://www.flickr.com/photos/cosmorochester/ (accessed 7/8/2011)
    • 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
      • Archives (primary) vs. libraries (secondary)
      • Understanding and Using Archival Collections
      • “The Process” of Doing Archival Research
      Connect students to:
      • Archive resources
      • Primary sources/not a textbook
      • Documents that are fun and mundane
      • Complex concepts through Exciting class discussion
      • “Responsible historical empathy”
      Primary source research methods class is discipline neutral!
      Can be recycled!
      9
    • 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
    • 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
      • Selected documents to correspond with text
      • Taught classes
      • 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
      • Taught classes
      • Created power points and questions to guide class discussion
      • 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.
    • 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.”
    • 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
      • Departmental meetings
      • 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