SPEC Kit 317: Special Collections Engagement · 81
29. Has evaluation of student use of unique materials in research projects led to any changes in how
special collections collaborates with faculty and/or students? N=61
Yes 28 46%
No 33 54%
If yes, please briefly describe what changed.
Additional Wednesday evening and Saturday hours.
Based on feedback from faculty and reference staff, we work with faculty to modify and improve assignments to make
them more effective, as well as solving any technical issues that come up.
But only on an informal level so far. We don’t have enough formal data to date to make changes.
Changes in classroom instruction techniques.
Complicated issues of availability of unique materials in Web-based or other electronic form, including materials
digitized locally or through our involvement with the Google Books project.
Continual discussions on effective methods of communication in reaching faculty and students.
Continued emphasis on digitization of special collections, and enhancement of discovery through coordination of
metadata services and implementation of a discovery layer application (Summon).
CTASC staff follow up with instructors to improve communication, invite instructors to visit archives personally, in an
effort to coordinate effective assignments. This has led to an improved experience (for staff and for students).
Evaluation sometimes reveals courses that could use special collections more extensively.
Hawaiian Collection librarians hold office hours at the Hawaiian Studies center several hours each week to make it more
convenient for students to ask questions about resources available. One librarian learned the Hawaiian language to be
able to relate more effectively with people in the Hawaii Studies program.
If similar questions are asked often in feedback document then elements are more directly addressed in subsequent
instruction sessions.
Increase in collaboration with faculty.
Increased engagement with certain departments.
Increased number of student groups coming to see rare materials.
Mostly it has led to tighter coordination between special collections and faculty.
Positive anecdotal feedback has led to increased support from library Administration, and thus also of increased
Administration encouragement of collaborative support from the Library’s Research &Instruction department. This has
also led to the Administration’s interest and help in promoting our successes (and our needs for things like classroom
space) to potential donors, to faculty, and to the architects doing the Library’s master plan.
Reframed curriculum for design history survey course to include more focused use of single artifacts. Trying different
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