Museums Work: Success Stories of
Students and Faculty in the Archives
Thursday, April 25, 2013
Museums and Higher Educatio...
Welcome
Robin M. Katz,
Outreach + Public Services Archivist
Co-Director, Students and Faculty in the Archives
@robinmkatz ...
Students and Faculty in the Archives (SAFA)
• Innovative postsecondary education program
which uses primary sources to bui...
Students and Faculty in the Archives (SAFA)
• Three year, $750,000 US Dept of Education
FIPSE grant
• Three schools: City ...
Students and Faculty in the Archives (SAFA)
• Centered around class visits to the archives
• Over four semesters (Fall 201...
Students and Faculty in the Archives (SAFA)
• Our Teaching Philosophy
– Goals and objectives
– No show-and –tell
– Activel...
Students and Faculty in the Archives (SAFA)
• Lightning Round Case Studies
– Eric Platt, Assistant Professor of History, S...
Understand historical continuity and
change
Work with a wide variety of primary
sources:
• Reexamine everyday items for ...
“I was fascinated by the historical
influences of the areas that I frequent
daily.”
“[I] never realized how big Brooklyn...
“To see and hold history in my hand
[with the tickets] was just amazing. . . .
Looking at that ticket made me realize
tha...
… if you have ever seen a daguerreotype
image on a book or online is nothing like
the actual thing… another difference
bet...
Leah Dilworth
Professor of English
Long Island University Brooklyn Campus
New York City College of Technology
City University of New York
Advertising Design and Graphic Arts
GRA 2330 Digital Photo...
GRA 2330 Digital Photography
Course Goals and Objectives
• Develop visual literacy and powers of
observation.
• Understand...
The Brooklyn
Historical
Society’s building
and displays
provides context
for students’
encounters with
19th century
photog...
What a projection doesn’t
tell you about a
daguerreotype:
• It has a highly reflective
metal surface. If you are
holding i...
City Tech students at BHS
October 3, 2012
Student Response
The daguerreotype … was a copper plate, which
made it reflective, encased in a frame with
matting to prot...
Student Response
… if you have ever seen a daguerreotype image
on a book or online is nothing like the actual
thing… anoth...
Findings
• Independent evaluators have found thatSAFA
students are more engaged and perform better
their peers
• This year...
Findings: Observation Skills
• Q: Why might this document be worth preserving
in an archive?
PRE POST
Students noting
a si...
Findings: Articulating ‘a usable past’
• Q: Why might this document be worth preserving
in an archive?
Sample PRE response...
Findings: Academic Performance
• Just one class at LIU Brooklyn
SAFA NON-SAFA
Completion Rate 96.9% 76.7%
Passing Rate 91....
Why does SAFA work?
• High Impact Learning Practices
– Work with firsy-year seminars, learning communities,
– Common intel...
More soon from SAFA
• Project level website to launch Fall 2013
http://safa.brooklynhistory.org/
– Project documentation a...
Museums Work: Success Stories from Students and Faculty in the Archives
Museums Work: Success Stories from Students and Faculty in the Archives
Museums Work: Success Stories from Students and Faculty in the Archives
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Museums Work: Success Stories from Students and Faculty in the Archives

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Katz, Robin M. with Eric Platt, Leah Dilworth, and Robin Michals. "Museums Work: Success Stories of Students and Faculty in the Archives." Conference organized by Baruch College-Rubin Museum of Art Project: "Museums and Higher Education in the 21st Century: Collaborative Methods and Models for Innovation." Baruch College. New York, NY. April 25, 2013. Panelist.

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Museums Work: Success Stories from Students and Faculty in the Archives

  1. 1. Museums Work: Success Stories of Students and Faculty in the Archives Thursday, April 25, 2013 Museums and Higher Education in the 21st Century
  2. 2. Welcome Robin M. Katz, Outreach + Public Services Archivist Co-Director, Students and Faculty in the Archives @robinmkatz #safabhs rkatz@brooklynhistory.org
  3. 3. Students and Faculty in the Archives (SAFA) • Innovative postsecondary education program which uses primary sources to build document analysis, information literacy, and critical thinking skills in undergraduates
  4. 4. Students and Faculty in the Archives (SAFA) • Three year, $750,000 US Dept of Education FIPSE grant • Three schools: City Tech, LIU, St. Francis • Nineteen partner faculty – SAFA professional development • Wide variety of disciplines and types of classes
  5. 5. Students and Faculty in the Archives (SAFA) • Centered around class visits to the archives • Over four semesters (Fall 2011 – Spring 2013) – 1,100 individual students – 63 courses – 100 class visits to Brooklyn Historical Society
  6. 6. Students and Faculty in the Archives (SAFA) • Our Teaching Philosophy – Goals and objectives – No show-and –tell – Actively use materials – Less is more – Document Analysis • Specific vs. generic prompts – Why did Henry Ward Beecher write this letter? – Who is the creator? What type of document is this?
  7. 7. Students and Faculty in the Archives (SAFA) • Lightning Round Case Studies – Eric Platt, Assistant Professor of History, St. Francis College – Leah Dilworth, Professor of English, LIU Brooklyn – Robin Michals, Associate Professor, Advertising and Graphic Arts, New York City College of Technology
  8. 8. Understand historical continuity and change Work with a wide variety of primary sources: • Reexamine everyday items for their historical importance Develop analysis and research skills Demonstrate increased awareness of local history Realize their roles as historical actors
  9. 9. “I was fascinated by the historical influences of the areas that I frequent daily.” “[I] never realized how big Brooklyn was historically.”
  10. 10. “To see and hold history in my hand [with the tickets] was just amazing. . . . Looking at that ticket made me realize that when I go to a sports game, I will be holding history in my hand as well. We don’t realize that every day we continue to make history.”
  11. 11. … if you have ever seen a daguerreotype image on a book or online is nothing like the actual thing… another difference between them is the exposure time, as we can see on the daguerreotype, the woman looks so serious, and that is because the exposure time was too long (it could have lasted up to several minutes)… —Regina Torres
  12. 12. Leah Dilworth Professor of English Long Island University Brooklyn Campus
  13. 13. New York City College of Technology City University of New York Advertising Design and Graphic Arts GRA 2330 Digital Photography
  14. 14. GRA 2330 Digital Photography Course Goals and Objectives • Develop visual literacy and powers of observation. • Understand photography as representation and as a changing set of technologies. • Recognize the impact of the process of creating an image on its visual form.
  15. 15. The Brooklyn Historical Society’s building and displays provides context for students’ encounters with 19th century photography. Jefferson Gaunt (1806-1864) Portrait of Sarah Rierson Middagh 1838, Oil on canvas Gift of Mrs. Francs Luquer, 1991
  16. 16. What a projection doesn’t tell you about a daguerreotype: • It has a highly reflective metal surface. If you are holding it , you will see yourself. • It is unique. • It is small, usually 2 3/4 inches by 3 1/4 inches, an intimate medium displayed in a case not on the wall. Daguerreotypes Daguerreotype of Christina Payne Hallock, circa 1855, DAG.04; Photography collection; Brooklyn Historical Society.
  17. 17. City Tech students at BHS October 3, 2012
  18. 18. Student Response The daguerreotype … was a copper plate, which made it reflective, encased in a frame with matting to protect it and had a decent amount of weight to it. By contrast any of the digital images I’ve taken this semester weigh nothing until I decide to print them out and then they weight only as much as the paper they are printed on. —Andrea Morin
  19. 19. Student Response … if you have ever seen a daguerreotype image on a book or online is nothing like the actual thing… another difference between them is the exposure time, as we can see on the daguerreotype, the woman looks so serious, and that is because the exposure time was too long (it could have lasted up to several minutes)… —Regina Torres
  20. 20. Findings • Independent evaluators have found thatSAFA students are more engaged and perform better their peers • This year, will receive and analyze retention data • 2012 Evaluation Report available online at http://safa.brooklynhistory.org/docs/Eval-Report- 2012.pdf
  21. 21. Findings: Observation Skills • Q: Why might this document be worth preserving in an archive? PRE POST Students noting a single feature or giving a vague response 72% 49% Students noting multiple physical features 28% 51%
  22. 22. Findings: Articulating ‘a usable past’ • Q: Why might this document be worth preserving in an archive? Sample PRE responses Sample POST responses This is a photo from the past To show how society valued entertainment. Because it showed what was going on at that moment. [It] shows how technology was progressing in the US. It gives insight… to what life was like during the 1960s. It shows how people were sending postal cards through the telegrams and how it was different… than… today.
  23. 23. Findings: Academic Performance • Just one class at LIU Brooklyn SAFA NON-SAFA Completion Rate 96.9% 76.7% Passing Rate 91.9% 48% Grade of B or better 60.7% 30.3%
  24. 24. Why does SAFA work? • High Impact Learning Practices – Work with firsy-year seminars, learning communities, – Common intellectual experience (among a cohort) – Collaborative assignments and projects – Undergraduate research – Diversity/global learning – Community-based learning – www.aacu.org/leap/hip.cfm
  25. 25. More soon from SAFA • Project level website to launch Fall 2013 http://safa.brooklynhistory.org/ – Project documentation and findings – Sample syllabi, assignments, activities – Articles on pedagogy, models for instruction • More Dissemination – Presentations – Publications • Follow us: #safabhs, @brooklynhistory

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