78 · Survey Results: Survey Questions And Responses
interesting uses in campus publications. With the creation of an Outreach Coordinator (a young staff member) we are
hoping to see more use of Web 2.0 to promote to students.
Links in Wikipedia.
Our presence in their classes; open houses.
Questions about Special Collections have been added to LibQUAL+ library assessment survey, orientation evaluations.
Through faculty and grad students.
Tours for residence assistants during orientation week; tours for new graduates and undergraduates during the ﬁrst
Twitter; student newspaper; poster sessions at undergraduate research fairs.
Usually individual contact is best. Faculty members and graduate students are either interested in something that
corresponds to their own research or a class that they are teaching, or they are not. Otherwise it is hard to engage them.
Undergraduate students sometimes look to us for direction in choosing topics. Other methods include referral to us by
other Rutgers librarians. A recent example is a referral from a librarian at the agricultural library who recommended our
collections to one of the teaching faculty who wanted her students to gain experience dealing with primary sources.
28. What measure(s) are used to evaluate student use of unique materials in research projects? N=61
Aeon and previously used spreadsheet.
All students engaged in Nebraska U: A Collaborative History of the University are using archival materials in their
research; UCARE students in Archive & Special Collections also are using these. Most students working on Nebraska U
are graded for their work by their professors; UCARE students must create a poster for the undergraduate research fair.
Quite a few go on to graduate school later.
Certain faculty have agreed to donate their best student papers to our repository. The student completes a brief donor
agreement/release form. We learn a lot from the sources cited.
Collection of faculty and student anecdotes, when offered to us on their initiative.
Collection usage stats and anecdotal evidence.
Comparison of use statistics from year to year.
Conversations with the students themselves.
CTASC staff note which courses are assigning tasks involving archival material (i.e., writing assignments, ‘treasure
hunts’, primary source research, etc.). They identify issues encountered, if any, (e.g., overuse of fragile materials; lack of
preparation or ‘test run’ of assignment) to establish follow up methods, to help improve IL instruction in the future.
Discussion with faculty of results.
Discussions with faculty about student assignments.