Presenters: Deborah Davis, Melanie S. Byrd.
Presented at the Georgia Libraries Conference in Macon, GA on 10/11/2019.
A presentation based on 15 years of partnership between the library and the History Department by an archivist/librarian and a history professor/librarian.
This World History power point covers what a historian is, what they do, and how they use primary and secondary sources in their work. To see more visit http://teach180.bitnamiapp.com/joomla/
Lesson slide for teaching undergraduate students about call numbers & subject headings in a for-credit information literacy and research skills class, ISLT 1111.
When most people hear the words History Class they often think of boring lectures and lists of important dates to remember.By getting your students involved with the material outside the classroom, and spicing up your lecture, you cac gain the interest of your students and become a good history teacher.
This World History power point covers what a historian is, what they do, and how they use primary and secondary sources in their work. To see more visit http://teach180.bitnamiapp.com/joomla/
Lesson slide for teaching undergraduate students about call numbers & subject headings in a for-credit information literacy and research skills class, ISLT 1111.
When most people hear the words History Class they often think of boring lectures and lists of important dates to remember.By getting your students involved with the material outside the classroom, and spicing up your lecture, you cac gain the interest of your students and become a good history teacher.
Guided Inquiry is one of the keys to establishing the elusive collaboration that teacher librarians have been seeking for many years now. This presentation will essentially be an analysis of the learnings of a team of teachers and teacher librarians about Guided Inquiry as two inquiry units are planned, carried out and evaluated during 2011, with the aim of identifying what works and what doesn’t, and the organising principles behind Guided Inquiry, from the practitioners’ perspectives.
Lessons from the Vault: Develop inquiry-based assignments with Special Collec...Jillian Sparks
During this session participants learned how other instructors integrated special collections resources and class visits into their curriculum and how special collections librarians can partner with them to engage students in primary source analysis. They worked with materials to conceptualize their own inquiry-based assignments thinking about how the materiality of an object fosters students’ curiosity. We finished the morning with a behind the scenes tour of the vaults.
Jump Start Your Teaching and Research in Special CollectionsKelli Hansen
Overview of the Special Collections and Rare Book department at the University of Missouri and strategies for using the collections in teaching and research.
Presenters: Tom Brooks, Susan Irvin
Presented at the Georgia Libraries Conference in Macon, GA on 10/09/2019.
The Falls Prevention Awareness Initiative of the Cobb County Public Library System addresses a costly community health challenge. Guidance provided by public health experts on evidence-based strategies for reducing fall injury risks in the senior population has been critical for shaping the initiative
since its launch in 2015.
The initiative is supported by partnerships with state, local and national organizations. Cobb libraries collaborate with public health and aging services agencies, healthcare providers, universities, and others providing Falls Prevention library programs.
Cobb residents have attended health screenings, classes such as A Matter of Balance, CarFit senior driver safety inspections, and more.
Presenter: Amy Stalker
Presented at the virtual Georgia Libraries Conference in October 2020.
Want a fulfilling work experience with co-workers who are engaged and connected? Building positive team culture is no easy task – and it’s something that needs regular attention as the needs and interests of the team evolve. Strong teams weather difficult times better – and with the COVID situation, we all know there are difficult times ahead. But how do you get there and where do you start? As an early-career manager, I would like to share some things our team has done and is doing to stay connected and engaged at the HUMAN level.
Presenters: Susie O'Connor and Natalia Bowdoin
Presented at the virtual Georgia Libraries Conference in October 2020.
How do we properly welcome newcomers to our campuses and communities during social distancing? Come learn about our involvement in the City of Augusta’s Welcome Week for immigrants and community members and our work helping plan the University of South Carolina Aiken’s Week of Welcome celebrating the return of new and continuing students to campus. We will relate our experience working with immigrants, new and international students, and our new neighbors in the Central Savannah River Area. We will discuss newcomer’s information needs, and opportunities and challenges of putting on these events during COVID-19.
Presenter: Amanda Jones.
Presented at the virtual Georgia Libraries Conference in October 2020.
Are you curious about virtual tours and trips? Virtual tours are a way to expose our students to a whole new world view, and there is a plethora of free tools to utilize along this journey to discovery. Learn about several styles of virtual trips, explore pre-made tours that are already available at no cost, and discover how to create your own. Participants will walk away with quality examples to enhance learning and knowledge of resources to help empower their students on their quest to becoming global citizens.
Presenter: Austina Jordan.
Presented at the virtual Georgia Libraries Conference in October 2020.
Management isn't for everyone. Sometimes we become managers by accident, sometimes it's by choice. Are you considering a career path that includes management and supervision of staff and faculty? This presentation is for librarians new to management and those considering pursuing leadership positions that require personnel management.
Presenter: Shannan Furlow.
Presented at the virtual Georgia Libraries Conference in October 2020.
The outlook for continued library funding is changing at a rapid pace. With the advent of the COVID-19 pandemic, public libraries are not only losing future funding but also being forced to get creative with their existing budget in order to support new patron needs. This new mode of operation encourages a dynamic response in service as the environment changes from week to week. Public libraries are turning to grants to supplement funding and enhance programming for an increasingly virtual world. Leveraging existing resources and relationships is a good way to build a foundation for grant seeking.
Presenter: Scott Pieper.
Presented at the virtual Georgia Libraries Conference in October 2020.
What happens to the unique 50 year history of one institution when its identity is lost in a consolidation process? Georgia State University’s consolidation with Georgia Perimeter College (GPC) offered many challenges and opportunities for preservation of GPC’s history. This Quick Take focuses on lessons learned and key take-aways when collecting archival materials & preserving historical records at the smaller institution, Georgia Perimeter College. As a non-archivist librarian who worked at GPC, the talk will focus on strategies to identify and build relationships with stakeholders including Public Relations & Marketing, Retiree Association, and University Foundation.
Presenter: Angela Glowcheski.
Presented at the virtual Georgia Libraries Conference in October 2020.
Advocacy can feel big, difficult and often exhausting, but it doesn’t have to be. Learn how simple advocacy can be and how you can take part. See what tools GLA uses for advocacy and how you can stay up to date on current campaigns and efforts. Attendees will walk away with tips and tools for advocacy.
Presenters: Jennifer Bartlett, Jennifer Brannock, Dr. Lori Haight, Brenda Hough, Preston Salisbury.
Presented at the virtual Georgia Libraries Conference in October 2020.
Librarians wear a lot of hats. Far from a quiet profession with an easily defined range of tasks, a librarian might be called upon to unclog a toilet, clean up a spill, and provide technical support all in the same day (or hour!) How can a librarian stay on top of all of the needed tasks and maintain sanity? This program will consist of a short review of current research on librarian time management and a panel discussion of current librarians discussing ways they manage time, with time for questions and answers.
Presenter: Ashley Dees
Presented at the virtual Georgia Libraries Conference in October 2020.
In Spring 2020, an assessment project was developed to assess the impact of library instruction to five Speech 102 classes. The assessment was administered in two parts using the immediate and follow-up surveys provided in the project OUTCOME platform. The immediate survey was administered via a print survey directly after the in-person instruction sessions. Due to the pandemic, the follow-up survey was administered six weeks after the instruction sessions via an online survey. This session will discuss using project OUTCOME, the findings of the assessment, and what librarians can learn from assessment projects during a semester of upheaval.
Presenters: Ashley Carroll, Angela Mehaffey.
Presented at the virtual Georgia Libraries Conference in October 2020.
During FY 2020, University of West Georgia’s Library was presented with actual and theoretical budget cut scenarios. As a result, we were asked to reduce our collections budget by approximately $400,000 for FY 2021 and to devise various strategies for potential budget reductions in the future.
Our collection management committee accomplished this through a multifaceted approach: analyzing relevant data points, seeking insight from subject area liaisons and departmental faculty, and evaluating relevance to current degree programs and course rotations.
Our framework provides an example of how to undertake a collection management project during times of fiscal uncertainty.
Presenters: Marlee Givens, Robert J. Taylor, Guy Frost, Erin Leach, Sofia Slutskaya.
Presented at the Georgia Libraries Conference in Macon, GA on 10/10/2019.
This presentation discusses the current research on issues of bias and neutrality in cataloging, classification and subject
analysis, ways for catalogers to recognize the bias in existing systems and their own practices, and potential for changing the systems and educating the public.
Presenters: Rebecca Hunnicutt
Presented at the Georgia Libraries Conference in Macon, GA on 10/11/2019.
Creating a call number for an item is a necessary step in the cataloging process in any technical services department. However, it can be a surprisingly complex task. Creating a call number requires the use of standardized rules as well as a
basic knowledge of call number structure.
Presenters: Scott Pieper, Christina Zamon
Presented at the Georgia Libraries Conference in Macon, GA on 10/11/2019.
Are you thinking about school to college pipeline programming for your school or academic library? Librarians from Georgia State University’s Special Collections and Perimeter College describe their recent experience developing National History Day (NHD) programming. NHD provides a well established program from which to build unique and meaningful partnerships between middle and high school researchers and academic libraries. The presenters discuss strategies for building such
collaborative relationships, as well as strengthening relationships among library staff, departments, and campus libraries.
Presenters: Wendy Smith, Mary Etta Thomas, Barbara Hallstrom.
Presented at the Georgia Libraries Conference in Macon, GA on 10/10/2019.
The presentation offers an overview of the milestones in growth of the Georgia Helen Ruffin Reading Bowl (GaHRRB) highlighting its purpose, goals and future.
Presenters: Kristen Bailey, Gail Morton, Lee Twombly Olson, Kathryn Wright, Adam Griggs, Christian Pham, Stephanie Miranda.
Presented at the Georgia Libraries Conference in Macon, GA on 10/11/2019.
This panel presentation shares Mercer librarians’ experiences in close collaborations with teaching faculty to facilitate and exhibit student learning and success. The collaborative projects and events include grant-funded student research exhibitions, a
community-supporting digital humanities project, scaffolded assignments using an antiquities collection, and digitizing historical Mercer publications.
Presenters: Kay Coates, Dylitchrous Thompson
Presented at the Georgia Libraries Conference in Macon, GA on 10/09/2019.
A brief discussion on ways librarians can use design thinking strategies to support older adult library users. With more university libraries serving the public, academic librarians must be prepared to serve non-traditional students and multigenerational patrons. In particular, older adult library patrons often surface with unique research quests ranging from leisurely bylines, life-long learning to ancestral pursuits and more. Assessing their distinct needs yields opportunities to serve this population of users through relationship building, knowledge-based content, and access privileges.
Presenter: Laura Wright.
Presented at the Georgia Libraries Conference in Macon, GA on 10/09/2019.
How can we effectively communicate the value of library instruction to faculty and administrators? Over the past 5 years, we have committed to collecting data for assessing the effect of library instruction on retention and student achievement.
As we discuss the results of our first research project, you’ll learn about our data collection decisions, challenges we faced, and lessons learned.
Presenters: Samantha Paul, Laura B. Wright.
Presented at the Georgia Libraries Conference in Macon, GA on 10/10/2019.
Reaching students with social media can be a challenge. In an effort to improve our outreach to students, we committed to revitalizing our Instagram presence. In five months, we’ve seen a 12% increase in our followers.
Presenters: Jennifer Jacobs
Presented at the Georgia Libraries Conference in Macon, GA on 10/10/2019.
Have you ever had a crazy event idea and wanted to reach out to a campus student group or another department? Turn your ideas into lasting relationships that help build a stronger library as we discuss how to cold email/call people, and how to start build relationships that bring events into your library and help build a strong relationship.
More from Georgia Libraries Conference (formerly Ga COMO). (20)
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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History, Libraries and Archives
1. Archives, Libraries and Historians:
Teaching Together
Deborah S. Davis, CA, MLIS
Director, VSU Archives and Special Collections
Dr. Melanie Byrd,
Professor of History
2. Why do the Teaching Program for
an Archives
• Mission of a University is teaching and research—center
yourself to do both.
• Best for long term viability of the Archives and Library
• Academic archivists and librarians are faculty
• Stay within the academic portion of the University (Last
place for budget cuts)
• College students need to experience this type of
research and primary records.
• Without wide archival experience, people won’t
contribute stuff, won’t save stuff, and won’t support
Archives.
• Bottom Line—It’s worth the work.
3. How to Start a Teaching Program
• How to get them to come to you?
– Visit the Faculty
• What can you do for them
• Surround the History Department
– Go where you are wanted—make sure others find out about it.
(6th grade needs to know about archives too….)
• Don’t be proud. Teach when they travel.
• Go for the new blood
Remember…there’s time to be
selective after you are successful!
4. • The VSU Archives and Special Collections supports
the University’s commitment to scholarly and
creative work, enhances instructional effectiveness,
encourages faculty scholarly pursuits, and supports
research in selective areas of institutional strength
focused on regional need by collecting, preserving,
and providing access to records of enduring
historical value documenting the history and
development of VSU and the surrounding South
Georgia region and in support of VSU curriculum.
5. Types of Teaching with the Archives
• The Archives Orientation—for those planning Archival
Research—and who is that??? Like library BI only for Archives.
• Library Instruction with Primary Sources included.
• The longer term course-integrated instruction. Large research
project centered in archives, may include several formal classes
and individual meetings. Co-teaching.
• The internship or work project that may or may not include
research component. Orientation for training. Sole supervisor.
• 2-3 credit semester long course, taught alone or co-taught.
7. • Dr. Catherine Oglesby, Dr.
Melanie Byrd, and Dr. John
Dunn of the History
Department and Deborah
Davis of the VSU Archives
have collaborated on archival
projects for history classes
for the past 16 years.
• Movement into the new
archives opened up space
that made it possible to work
with larger introductory
classes for the first time—we
were looking for a project.
History Class Connection
8. The Beginning:
A meeting between a history
professor who wanted hands-on
experience for entry level
students and an Archivist with
188 boxes of presidential papers
to process…with little help.
Archives
Apprenticeships
for
an Entry-Level
History Class:
A Win-Win
Situation
9. History Point of View:
Three perspective on
why come to Archives:
History students need to
understand:
• Primary sources and secondary
sources and what the
differences are
• What an archives is and how it
relates to the study and
understanding of history
• The work necessary to make
primary sources meaningful
• How working in an archives is a
potential career path for
historians
10. Why would a professor want to do this?– Dr.
Byrd
Already had experience with archives’ “hands-on history.”
11. How does it meet professor’s goals?
• Because gives students a chance to do history instead of just
reading about it.
• It is a way that students who have trouble with the abstract part of
history can still be exposed to historical metholdology, texts and
artifacts
• It’s a way to get students into the library and to see how vital a
library and an archives are to the college experience.
• It is a fair and intellectually challenging way for students to truly
earn extra credit.
12. Pt 2
• As a professor I want to help students achieve the grade
that they feel they can earn.
• …..And this is a valid way of doing it.
• Opens their minds and makes the past come alive.
• Connects them to the heritage of the campus—see school
history and culture
13. Pt. 3
• It is a way to get students interacting with other students and
library faculty whom they might not ever meet.
• Shows them the foundation of research that maybe they can
apply to different topics or other classes. Transfer of knowledge.
• Archives is competent to assess skill and easy to tell the credit
from the spread sheet.
15. John
• It will help students—Ways of learning
• Helps the library
• Learning history skills in a different way
• If they don’t take tests well—can show what they
are doing
• 60 hours guy took himself from a d to an a and
aced the final
• History Career focus
• Focus on students who have gone on to work in
Archives and for careers.
16. Why students think they need to come to
Archives
• Because our history professors give really hard tests!
• And they need extra credit.
• Students are relieved that they can “do something”
rather than “figure something out” to get part of their
grade.
17. Academic Libraries and Volunteers—why
haven’t we done this before?
Volunteers long used in public
library/historical society areas
• Limitations for volunteers in Academic
Libraries:
– Insurance
– Parking
– Administration
18. Students as Volunteers
• Insurance: covered if a class activity or
in library studying.
• Parking: already dealt with.
• Administrative Support: it’s the
educational mission of the unit.
• Motivation of the Students: grades
primary, doing good secondary.
• Education: intimately teaches nature of
primary source materials.
19. Special Considerations of This Archives
Program
• How will they handle the materials?
• What can they do with little or no training?
• How to supervise without taking time from
other patrons/research needs?
• Where to house program?
• How to make the project useful to us?
• How to make sure they learn and it applies to
their studies?
• How to keep track of their time and effort?
20. The Solution
A several-part
program to have
history students
learn about primary
sources, learn
about VSU, and
gain extra credit.
We started with the
presidential boxes
and the old
archives room we
had just vacated.
21. How to Train: Oh, the Options:
• Offered five one and a half hour evening and
afternoon orientation sessions in Archives
per semester—students volunteered to
come.
• Had professors announce and trained one-
on-one as they came. Cut way down on our
numbers.
• Classes either came to Archives (perhaps for
another one-shot class) or I went to them and
did the orientation for every one—Best
Solution
23. Resources
•Got 3 “trickle down” computers
after the “move”’
•Used In-house designed Access
databases
•Later used home-made mysql
databases for more data security.
24.
25. How to Supervise?
Student and Student Assistant
working on the first volunteer
project: processing the papers
of Dr. Hugh Bailey.
26.
27. Logistics
•They would sign in and sign up for either a box, data
entry for vital records, or microfilming (most choose a
box).
• They would work on their project over the course of
many days. The average to index papers was 10 hours.
• Student hours and progress were entered weekly in
an Excel spread sheet.
• Students who needed to work outside of daytime
hours were accommodated by a student assistant who
worked until 7 or 8 pm two nights per week.
29. Results of the
early project:
188 boxes of
presidential
papers have
been reboxed,
folders
replaced, and
staples and
paperclips
removed to
enhance
preservation.
30. Results: Over 4000 items in our collection detailing what is in
those boxes by folder.
34. Assessment: Student Rewards
• Grades, future classes
• Verbal appreciation
• possible jobs
• Archives now has a hiring pool of history majors
only, with a 3.0 gpa, who have volunteered or taken a
class with us.
35. Assessment formats:
•Follow up meetings with
professor(s).
•Written student evaluations.
•In-archives meetings to see
what we need to do differently.
•Sometimes use survey monkey
surveys emailed to participants.
36. History/Archives Work Program Evaluation
This semester you have been part of a program that uses working in an Archives as an adjunct to your
introductory history class. Our goal was to provide you with an introductory understanding of “primary”
documents (archival documents) and the work necessary to make such documents available. Your work
with the Bailey boxes, the microfilm and vital records databases, or the scrapbooks has been very
valuable to the Archives. We think the extra credit has been valuable to you. We also hope that you
have gained some understanding of the “nuts and bolts” of history. We hope to continue this program
with future classes and would like your feedback about what worked and what did not so that we can
make the project work more smoothly and effectively. It was very rewarding working with you.
1. How many hours did you work: (choose the range closest to your final total)
1-5 _____; 6-10______; 11-15; _______; 16-20 _____; 20-25_____; Over 25________
2. Did you find the extra credit you earned from this project a significant addition to your grade?
3. If you only made 1-3 points, why did you stop there?
4. Did you learn any thing that applied to your history class from the orientations in Archives at the
beginning of the semester?
5. What do you think of the facilities for this project found in Old Archives.
6. You may have dealt with Deborah or Leann, archives staff, but generally the student supervisors,
Diane, Jennifer, Laura-Lynn, Katrina, or Ryan Powell, supervised the Old Archives workroom. How
helpful did you find the supervision on this project?
7. What about the hours available to work on the project. Over the course of the project, we had late
hours on Tuesday and Wednesday Hours, and some other nights and a Saturday. Were the hours
adequate? Did you know about the extra hours? Did the signs on the Old Archives Door keep you
informed?
8. Overall, how well did this project work for you? What did you like about it. Would you come to the
Archives in the future to do research or to work as a student assistant?
9. Overall, what did you experience that did not work for you. How should we improve this project to
make it more useful to students? More fair? More of a learning experience?
37. History Professor
Evaluation
The project, along with Ms. Deborah
Davis’s presentations of the history of
Valdosta State University, provides for
the students a look at how micro-
history or history at a very local level
fits with the larger picture. Ms. Davis
surveys the history of VSU through the
Progressive Era into the 1980s. They
get to hear and see what life was like
at VSU during the Depression, World War II, and the Civil Rights
Movement, for instance. By working with and contextualizing archival
sources, students come to understand something of both the art and the
craft of the historian. Students work in micro-film, in university official’s
papers, such as those of the most recently retired Dr. Hugh Bailey, and at
cataloging local newspapers from a specified time frame, for example.
Although they take on the assignment obviously for extra credit, they
discover and appreciate the value of hands-on learning.
38. Archives Evaluation Points
• We needed more and better trained student supervisors.
• We need to be very specific about when they can and cannot work.
• We need rules for cleaning up the space.
• Commitment from automation for computer maintenance.
• What is best timing for orientations, ending, open hours?
• Do we need to change our record keeping system. By student? By project?
• We need to make sure it is relevant to their class—older projects.
• We need to protect any material given to them.
39. Lessons Learned Over Time:
•Planning and More Planning
Handouts, schedules, hiring,
training manual
•Orientation timing depends on professor
and class, not Archives
•History is. . . “older than me”—unless
it’s really cool.
•People can’t come in one week before
the program ends and do this….
•Record Keeping is constant.
40. New Projects: New Partners
• More Professors involved—separate record
keeping—4-5 plus volunteer groups
• More levels of students: different complexity of
projects
• New projects…”older than me”
• Appropriateness of projects to student level is key to
success
62. Results—Growth in teaching program
• 2-3 professors heavily enrolled in program—
others interested.
• Opportunity to “team teach” with history
professor for majors.
• MLIS program participates with online
archives projects.
• Overall Archives Teaching program,
including volunteer classes, has expanded to
approximately 20 classes per semester from
3-4.
63. Results—Growth
• Hiring options from student volunteers.
• Bringing friends in volunteer groups.
• Program recognized on campus and around state.
• Natural magnet for student workers and interns now.
• Raw work is done that we can use to process.
• Students come back to ask reference questions and get our help.
• Now more necessary to teaching mission of college!
64. The message gets out:
Georgia Historical Records Advisory Board Award for the
Excellence in the Educational Use of Historical Records awarded
October 4, 2004
65. To be a Volunteer site
• Separate the volunteer work from regular,
deadlined work flow.
• Streamline projects
• Make orientations similar across groups
• Make the project feed itself
– Need more copies—volunteers can copy
– People didn’t enter info in database—
volunteers can do it.
– Never have paid workers do something that
could be part of your volunteer program.
66. Financial Considerations:
• Students worked a total of 469.42 hours
• At 7.25 an hour, we would have had to pay $3403.29 to get
similar work from student assistants.
• Our paid student assistants worked on Archives projects and
boxes while in the room, so costs directly related to the
project were very small (see interim report)
• IT WAS LIKE GETTING A GRANT WITHOUT HAVING TO
WRITE ONE!
73. HIS 4950 3 days: Books, Journals and
Primary Sources
74.
75.
76.
77.
78. Librarians and Archives teaching with the
History Department
• Work is critical to our mission
• Gets students into the Archives and the Library
• Information Literacy is a critical skill for professors to
impart in their classes
• The Volunteer Program is part of the University’s
Retention efforts
• Experiential Learning is becoming more central to
Universities educational mission
79. Need More Info? Contact Us
• Deborah S. Davis, CA, MLIS
Director, VSU Archives and Special Collections
dsdavis@valdosta.edu
• Dr. Melanie Byrd
Professor of History
mbyrd@valdosta.edu