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Lessons  from  the  Archives:
Three  Colleges  Partner  with  Brooklyn  Historical  

American  Studies  Associa5on  (ASA)...
Introduc5on
Robin  M.  Katz
Outreach  and  Public  Services  Archivist
Co-­‐Director,  Students  and  Faculty  in  the  Ar...
What  is  SAFA?
• Innova>ve  postsecondary  educa>on  program
• Uses  primary  sources  to  teach  
– document  analysis,
...
What  is  SAFA?
• Three  year  grant
– US  Department  of  Educa2on  (FIPSE)
– $750,000  over  3  years
– Jan  2011  un2l ...
What  is  SAFA?
• Three  schools  within  walking  distance
– New  York  City  College  of  Technology  (CUNY)
– Long  Isl...
What  is  SAFA?
• Centered  around  class  visits  to  the  archives
• Over  four  semesters  (Fall  2012  -­‐  Spring  20...
What  is  SAFA?
• Class  visits  in  a  nutshell
–
–
–
–
–



Ideally  1  –  3  visits  to  archives
Anywhere  from  <10  ...
What  is  SAFA?
• Student  popula>on
–
–
–
–
–

Mostly  first-­‐year  /  early  academic  career
Both  professional  and  l...
What  is  SAFA?
• Our  Teaching  Philosophy
-­‐ Goals  and  objec?ves
-­‐ No  show-­‐and-­‐tell
-­‐ Ac?vely  use  material...
What  is  SAFA?
• Document  analysis  
– Not  tradi?onal  bibliographic  instruc?on
– Preselected,  pull  at  the  item-­‐...
What  is  SAFA?
• Professional  Development  Opportuni>es
– Summer  Ins?tutes  2011,  2012,  2013

• Summer  Fellowships
–...
SAFA  Findings
• Independent  evaluators  have  found  that  SAFA  
students  are  more  engaged  and  perform  beOer  
th...
SAFA  Findings
• Receive  and  analyze  reten>on  data  this  year
– Final  Report  due  December  2013

• Data  from  201...
Findings:  Observa5on  Skills
• Q:  Why  might  this  document  be  worth  
preserving  in  an  archive?
PRE
Students  no2...
Findings:  Ar5cula5ng  ‘a  
usable  past’
• Q:  Why  might  this  document  be  worth  
preserving  in  an  archive?
Sampl...
Findings:  Academic  Performance
• Just  one  class  at  LIU  Brooklyn
SAFA
Comple2on  Rate

96.9%

76.7%

Passing  Rate

...
Findings:  Students
•
•
•
•



Improved  observa>on  and  interpreta>on  skills
Found  archives  “interes>ng  and  useful”...
Findings:  Faculty
• Return  involvement  with  SAFA
• Improved  pedagogical  design
– Document  selec5on
– Framing  ques5...
Findings:  The  Program
• What  maOers  to  success?
– Not:
• discipline  
• amount  of  5me  spent  in  archives

– Relev...
Why  does  SAFA  work?
• High  Impact  Educa>onal  Prac>ces
–
–
–
–
–
–
–



Work  with  first-­‐year  seminars,  learning ...
TeachArchives.org
• Launch  December  19,  2013
• “Teaching  effec>vely  with  primary  sources”
• Three  audiences:
– Loca...
TeachArchives.org
• Exercises
• To  use  outright  or  as  a  model
• Each  will  include:
– Info  about  course  and  pro...
TeachArchives.org
• Ar>cles  by  SAFA  staff
• Including:
– Our  teaching  philosophy
– Faculty  /  staff  collabora?on
– Do...
TeachArchives.org
• Ar>cles  by  partner  faculty
• Including:
– “The  Appeal  of  the  Archives:  Engaging  Students  in ...
TeachArchives.org
• Project  Documenta>on
• Including:
– US  DOE  annual  and  final  reports
– Reports  by  independent  e...
Thank  You
Robin  M.  Katz
rkatz@brooklynhistory.org  
@robinmkatz    

#safabhs  and  #safafellows
TeachArchives.org  (De...
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Lessons from the Archives: Three Colleges Partner with Brooklyn Historical Society

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Transcript of "Lessons from the Archives: Three Colleges Partner with Brooklyn Historical Society"

  1. 1. Lessons  from  the  Archives: Three  Colleges  Partner  with  Brooklyn  Historical   American  Studies  Associa5on  (ASA)   Annual  Mee5ng  -­‐  Washington,  DC Sunday,  November  24,  2013
  2. 2. Introduc5on Robin  M.  Katz Outreach  and  Public  Services  Archivist Co-­‐Director,  Students  and  Faculty  in  the  Archives Brooklyn  Historical  Society                                      Students  and  Faculty  in  the  Archives  ●  Brooklyn  Historical  Society
  3. 3. What  is  SAFA? • Innova>ve  postsecondary  educa>on  program • Uses  primary  sources  to  teach   – document  analysis, – informa?on  literacy – cri?cal  thinking  skills   • First-­‐year  undergraduates                                      Students  and  Faculty  in  the  Archives  ●  Brooklyn  Historical  Society
  4. 4. What  is  SAFA? • Three  year  grant – US  Department  of  Educa2on  (FIPSE) – $750,000  over  3  years – Jan  2011  un2l  Dec  2013 • Supported – 2  FT  professional  staff – 1  PT  staff  member – S2pends  for  par2cipants                                      Students  and  Faculty  in  the  Archives  ●  Brooklyn  Historical  Society
  5. 5. What  is  SAFA? • Three  schools  within  walking  distance – New  York  City  College  of  Technology  (CUNY) – Long  Island  University  Brooklyn – St.  Francis  College • Nineteen  local  partner  faculty – All  ranks  and  stages  of  career – Wide  range  of  disciplines – Variety  of  types  of  classes  (seminars,  surveys,  etc.) – Intellectual  and  professional  community • Na5onal  partners                                      Students  and  Faculty  in  the  Archives  ●  Brooklyn  Historical  Society
  6. 6. What  is  SAFA? • Centered  around  class  visits  to  the  archives • Over  four  semesters  (Fall  2012  -­‐  Spring  2013) – 1,100  individual  students – 63  courses – 100+  class  visits  to  Brooklyn  Historical  Society                                      Students  and  Faculty  in  the  Archives  ●  Brooklyn  Historical  Society
  7. 7. What  is  SAFA? • Class  visits  in  a  nutshell – – – – – Ideally  1  –  3  visits  to  archives Anywhere  from  <10  –  40+  students Faculty  request  documents  3  weeks  ahead  of  ?me Staff  pull,  prep,  cite,  assess  copyright,  set  up  docs Staff  greet  class;  review  care/handling;  occasionally   lecture;  co-­‐facilitate  exercise  &  wrap-­‐up                                      Students  and  Faculty  in  the  Archives  ●  Brooklyn  Historical  Society
  8. 8. What  is  SAFA? • Student  popula>on – – – – – Mostly  first-­‐year  /  early  academic  career Both  professional  and  liberal  arts  majors Mostly  products  of  NYC  public  schools Very  diverse:  minority,  non-­‐tradi?onal  students Many  interna?onal  students,  new  Americans,  or   non-­‐na?ve  speakers  of  English • SAFA’s  secondary  goal:  familiarize  students   with  cultural  ins>tu>ons  and  resources                                      Students  and  Faculty  in  the  Archives  ●  Brooklyn  Historical  Society
  9. 9. What  is  SAFA? • Our  Teaching  Philosophy -­‐ Goals  and  objec?ves -­‐ No  show-­‐and-­‐tell -­‐ Ac?vely  use  materials -­‐ Less  is  more -­‐ Modeling  document  analysis  to  beginners • Document  analysis   -­‐ Not  tradi?onal  bibliographic  instruc?on -­‐ Preselected,  pull  at  the  item-­‐level • Specific  vs.  generic  prompts                                      Students  and  Faculty  in  the  Archives  ●  Brooklyn  Historical  Society
  10. 10. What  is  SAFA? • Document  analysis   – Not  tradi?onal  bibliographic  instruc?on – Preselected,  pull  at  the  item-­‐level • Specific  vs.  generic  prompts – Ex:  “Why  did  Henry  Ward  Beecher  write  this  leder?” – Not  “Who  is  the  creator?  What  type  of  document  is   this?”                                        Students  and  Faculty  in  the  Archives  ●  Brooklyn  Historical  Society
  11. 11. What  is  SAFA? • Professional  Development  Opportuni>es – Summer  Ins?tutes  2011,  2012,  2013 • Summer  Fellowships – – – – – – Applica?on  process Produce  own  scholarly  or  crea?ve  projects Only  undergraduate  fellowship  of  its  kind Gabriel  Furman  papers,  ARC.190 hdp://safa.brooklynhistory.org/fellowship2012 hdp://safa.brooklynhistory.org/fellowship2013                                      Students  and  Faculty  in  the  Archives  ●  Brooklyn  Historical  Society
  12. 12. SAFA  Findings • Independent  evaluators  have  found  that  SAFA   students  are  more  engaged  and  perform  beOer   than  their  peers.                                      Students  and  Faculty  in  the  Archives  ●  Brooklyn  Historical  Society
  13. 13. SAFA  Findings • Receive  and  analyze  reten>on  data  this  year – Final  Report  due  December  2013 • Data  from  2012  Evalua>on  Report   – Available  in  your  folders – Online  at  hdp://safa.brooklynhistory.org/docs/ EvalReport2012.pdf                                      Students  and  Faculty  in  the  Archives  ●  Brooklyn  Historical  Society
  14. 14. Findings:  Observa5on  Skills • Q:  Why  might  this  document  be  worth   preserving  in  an  archive? PRE Students  no2ng  a  single  feature   of  giving  a  vague  response 72% 49% Students  no2ng  mul2ple  physical   features POST 28% 51%                                      Students  and  Faculty  in  the  Archives  ●  Brooklyn  Historical  Society
  15. 15. Findings:  Ar5cula5ng  ‘a   usable  past’ • Q:  Why  might  this  document  be  worth   preserving  in  an  archive? Sample  PRE  responses This  is  a  photo  from  the  past Because  it  showed  what  was  going   on  at  that  moment. It  gives  insight...  to  what  life  was   like  during  the  1960s. Sample  POST  responses To  show  how  society  valued   entertainment [It]  shows  how  technology  was   progressing  in  the  US. It  shows  how  people  were   sending  postal  cards  through  the   telegrams  and  how  it  was   different...  than...  today.                                      Students  and  Faculty  in  the  Archives  ●  Brooklyn  Historical  Society
  16. 16. Findings:  Academic  Performance • Just  one  class  at  LIU  Brooklyn SAFA Comple2on  Rate 96.9% 76.7% Passing  Rate 91.9% 48% Grade  B  or  be[er NON-­‐SAFA 60.7% 30.3%                                      Students  and  Faculty  in  the  Archives  ●  Brooklyn  Historical  Society
  17. 17. Findings:  Students • • • • Improved  observa>on  and  interpreta>on  skills Found  archives  “interes>ng  and  useful” Understanding  of  history  is  “complicated” Exposed  to  new  career  op>ons                                      Students  and  Faculty  in  the  Archives  ●  Brooklyn  Historical  Society
  18. 18. Findings:  Faculty • Return  involvement  with  SAFA • Improved  pedagogical  design – Document  selec5on – Framing  ques5ons • Appreciate  professional  development • Increased  confidence  in  student  ability                                      Students  and  Faculty  in  the  Archives  ●  Brooklyn  Historical  Society
  19. 19. Findings:  The  Program • What  maOers  to  success? – Not: • discipline   • amount  of  5me  spent  in  archives – Relevance – Opportunity  to  tweak  and  refine – Support  and  guidance  of  BHS  staff                                      Students  and  Faculty  in  the  Archives  ●  Brooklyn  Historical  Society
  20. 20. Why  does  SAFA  work? • High  Impact  Educa>onal  Prac>ces – – – – – – – Work  with  first-­‐year  seminars,  learning  communi?es Common  intellectual  experiences  (among  a  cohort) Collabora?ve  assignments  and  projects Undergraduate  research Diversity/global  learning Community-­‐based  learning See  www.aacu.org/leap/hip.cfm                                        Students  and  Faculty  in  the  Archives  ●  Brooklyn  Historical  Society
  21. 21. TeachArchives.org • Launch  December  19,  2013 • “Teaching  effec>vely  with  primary  sources” • Three  audiences: – Local  community – Educators  na?onwide – Librarians  and  archivists  na?onwide • Three  content  areas: – Exercises – Ar?cles – Project  documenta?on                                      Students  and  Faculty  in  the  Archives  ●  Brooklyn  Historical  Society
  22. 22. TeachArchives.org • Exercises • To  use  outright  or  as  a  model • Each  will  include: – Info  about  course  and  prof – Narra?ve  and  ?tle – Objec?ves,  context,  end  products,  assessment – Adached  handouts/prompts – Skills  used – Some  digi?zed  documents                                      Students  and  Faculty  in  the  Archives  ●  Brooklyn  Historical  Society
  23. 23. TeachArchives.org • Ar>cles  by  SAFA  staff • Including: – Our  teaching  philosophy – Faculty  /  staff  collabora?on – Document  selec?on – Crea?ng  handouts – How  to  teach  care  and  handling – Cita?ons:  it’s  not  about  plagiarism – Digital  cameras  and  tablets  in  the  archives                                      Students  and  Faculty  in  the  Archives  ●  Brooklyn  Historical  Society
  24. 24. TeachArchives.org • Ar>cles  by  partner  faculty • Including: – “The  Appeal  of  the  Archives:  Engaging  Students  in  More   Meaningful  Research” – “Why  Less  is  More  in  the  Archives” – “Ficng  It  All  In:  Incorpora2ng  Archival  Materials  into  a  World   History  Survey  Course” – “Texts  as  Objects:  Complemen2ng  the  Literary  Anthology  with   Primary  Sources” – “How  Archives  Can  Teach  Design  Students  to  Effec2vely   Communicate  Ideas”                                      Students  and  Faculty  in  the  Archives  ●  Brooklyn  Historical  Society
  25. 25. TeachArchives.org • Project  Documenta>on • Including: – US  DOE  annual  and  final  reports – Reports  by  independent  evaluators – Materials  and  tools  created  by  SAFA • Online  call  slip,  care  &  handling  handouts,  etc. – Comprehensive  lists  of  classes  taught,  materials  used                                      Students  and  Faculty  in  the  Archives  ●  Brooklyn  Historical  Society
  26. 26. Thank  You Robin  M.  Katz rkatz@brooklynhistory.org   @robinmkatz     #safabhs  and  #safafellows TeachArchives.org  (Dec  2013) Launch  party:  Thurs,  Dec  19,  2013 Brooklyn  Historical  Society  (Brooklyn,  NY)                                      Students  and  Faculty  in  the  Archives  ●  Brooklyn  Historical  Society
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