NEA2011 Collaborating with Faculty


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NEA2011 Collaborating with Faculty

  1. 1. Creating Classes To Promote Your Collections and Connect With Faculty<br />Nicole Feeney, Associate University Archivist<br />Moakley Archive and Institute at Suffolk University <br /><br /><br /><br />1<br />
  2. 2. Talking Points<br />Get out of the archives and into a classroom<br />Addressing faculty and archivist expectations<br />Using email to connect with faculty<br />Structure of the classes<br />Assessment of the class periods<br />On the horizon<br />2<br />
  3. 3. Venture Out Beyond The Reading Room<br />Venturing out takes on different shapes but for the Moakley Archive it looks like this:<br />Developing reusable lessons that:<br />Showcase our department and collections <br />Include a wide variety of primary sources<br />Teaches students how to research<br />Increase collection usage and patrons <br />Improve campus-wide recognition and visibility<br />Create opportunities to teach in other classes<br />Sending emails<br />Attending trainings and talking up our programs<br />Hosting events<br />Venturing out has led to:<br />Reinforcing our role as a necessary and vital department<br />Being more than “the office you can get old pictures from”<br />Becoming a better bridge (to research)<br />3<br />
  4. 4. Faculty and the Ivory Tower<br />Faculty experience:<br /><ul><li>Pressure from administration
  5. 5. Departmental climate/challenges
  6. 6. Publication/research quotas
  7. 7. Students </li></ul>Concerns are valid and shape expectations and career<br />Faculty are not difficult to work with!<br />4<br />
  8. 8. Expectations:<br />Faculty<br />Archivist<br />5<br /><ul><li>Students who are engaged and critical thinkers
  9. 9. Dynamic and innovative courses and content
  10. 10. Feathers for cap
  11. 11. Exposure for our collections and services
  12. 12. Increased usage of collections
  13. 13. Feathers for cap </li></li></ul><li>Expectations: The Overlap<br /><ul><li>Faculty use archival materials in addition to or instead of textbooks
  14. 14. Students become experienced researchers
  15. 15. Collections used more</li></ul>6<br />
  16. 16. The Process: Baptism by Fire <br />What do I want to communicate?<br />Who can I present this class to?<br /><ul><li>Match collection strengths to specific academic depts.
  17. 17. Look for courses or depts. with a research component
  18. 18. Figure out who is teaching what and when</li></ul>How do I want to present my class period?<br /><ul><li>Blackboard
  19. 19. Power point
  20. 20. Hands-on Exercise</li></ul>Dummy boxes<br />Class guide<br /><ul><li>Background info on documents
  21. 21. “Digging Deeper” Questions
  22. 22. Additional collection information</li></ul>How will the class function and flow?<br />7<br />Photo from (accessed 7/8/2011)<br />
  23. 23. The Process: Initial Contact<br />Direct email to faculty<br /><ul><li>Timing is everything
  24. 24. Jargon
  25. 25. Emphasize benefits: “what we can do for you”</li></ul>Emails:<br /><ul><li>Provide links to Web site resources
  26. 26. 1st batch of emails sent Jan. 2007</li></ul>Primary source research class<br />2 government ‘Research Methods’ course (same prof.)<br /><ul><li>Current: 2010-2011</li></ul>13 emails<br /><ul><li>11 Faculty (through OneSource)
  27. 27. 2 Staff (through events)</li></ul>13 classes<br /><ul><li>9 semester long
  28. 28. 4 government research methods</li></ul>8<br />Photo from: (accessed 7/8/2011)<br />
  29. 29. The Products: Primary Source Research Methods Class and Semester Long Course<br />Highlight our collections and services<br />Teach students about:<br /><ul><li>Information literacy and how to do research
  30. 30. Archives (primary) vs. libraries (secondary)
  31. 31. Understanding and Using Archival Collections
  32. 32. “The Process” of Doing Archival Research</li></ul>Connect students to:<br /><ul><li>Archive resources
  33. 33. Primary sources/not a textbook
  34. 34. Documents that are fun and mundane
  35. 35. Complex concepts through Exciting class discussion
  36. 36. “Responsible historical empathy”</li></ul>Primary source research methods class is discipline neutral!<br /> Can be recycled!<br />9<br />
  37. 37. Research Methods Class: Joe Moakley and the Garrity Decision<br />Power point: (20 min)<br />Info literacy and research skills<br />Archive resources<br />Moakley overview<br />Garrity Decision context/history<br />Hands-on class exercise with study guide (40 min)<br />Class divided into groups<br />Pass out the guide<br />Review and connect info literacy skills (5 min)<br />Students read the guide (10 min)<br />Pass out document cases<br />Groups review and discuss documents (10 min)<br />Groups answer questions in guide (5 min)<br />Reconvene as class for discussion (10 min)<br />10<br />
  38. 38. Semester Long Course: Gvt 347 Legislative Politics Joe Moakley Case Study<br />1st iteration used Joe Moakley as a case study:<br /><ul><li> Access to Paper, audio/visual, photographs </li></ul> via black board<br /><ul><li> Readings from 6 textbooks and primary </li></ul> sources<br /><ul><li> Students required to write paper on any</li></ul> topic of their choosing from Moakley Papers<br /><ul><li> Archivists
  39. 39. Selected documents to correspond with text
  40. 40. Taught classes
  41. 41. Created power points and discussion </li></ul> questions<br /><ul><li> Reference interviews and research help </li></ul>2nd iteration used Moakley and Dick Armey as case studies:<br />Collaboration between Moakley Archive and Carl Albert Center of OSU<br />Access to Paper, audio/visual, photographs via black board<br />Readings from primary sources and 1 textbook<br />Students required to write paper on any topic of their choosing from Moakley Papers<br />Archivists <br /><ul><li>Selected documents to replace textbooks
  42. 42. Taught classes
  43. 43. Created power points and questions to guide class discussion
  44. 44. Reference interviews and research help</li></ul>11<br />This faculty member is our greatest advocate. We have presented our unique partnership at several on-campus symposiums and brown bag lunches. <br />
  45. 45. Evaluation and Assessment is Informal<br />12<br />Students are typically vague but positive: “thanks”, “that was neat”, “I didn’t know that”<br />“Nicole,<br />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!”<br />Faculty enjoy the partnership because content is informative and the diverse types of materials on sensitive topics and lead to thought provoking discussion.<br />"[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.”<br />“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.”<br />
  46. 46. Final Thoughts<br />Looking Back:“increase” <br />More faculty members request our research skills class<br />Research skills class runs multiple times per semester <br />More students use our collections <br />Our services and collections are more visible to faculty and administrators<br /><ul><li>Water cooler talk
  47. 47. Departmental meetings
  48. 48. End of the year reports</li></ul>Looking Forward: “share”<br />Create a ‘Digital classroom’: a Web presence that allows us to dynamically deliver current and future classes<br />Create stipend as an incentive for Suffolk faculty to develop course using our collections<br />Create survey for students and faculty and use stats to advocate for our involvement with other departments<br />13<br />