82  ·  Survey Results:  Survey Questions And Responses
methods to engage students, such as greater reliance on LibGuides to connect students to primary and secondary
sources post-instruction.
Repeat faculty instruction sessions, getting classes to come in by promoting the collections to faculty members.
Requests for seminar room-based class instruction have increased every year since 2007.
Tend to encourage greater autonomy of faculty in the seminar room.
The Urban Archives division of special collections has developed curriculum-related projects that utilize more film and
manuscript materials, as suggested in feedback.
We have altered the content of our instructional sessions to respond to instructors’ comments about our methods for
introducing students to the concepts of primary sources and secondary sources.
We have begun working actively with faculty to add a return class visit to Special Collections for a graded assignment
as part of their syllabus. This reinforces what the students saw and heard in the instruction session and builds skills.
We would like to have faculty evaluate if the Special Collections component enhanced student learning and send
questionnaires but do not have much data yet.
We have developed more subject guides and have become more flexible with the use of collections.
We have worked to develop tutorials to explain to students the film elements found in our film and media archive, and
how to search for materials in that collection.
Yes, this semester we learned about a faculty assignment to study the history of one of our campuses. The records were
physically located on our main campus. Next semester we will pilot a project to setup a temporary reading room on the
remote campus and deliver a large selection of materials for supervised use in that space. The faculty person will help us
select materials for the class.
Yes, the more successful the collaboration with faculty and students, the more requests we receive for future projects
from the faculty. If students seem confused or don’t follow up, we know we need to make more of an effort to engage
them. We try to be better prepared in advance, meeting one or more times with the faculty, exchanging ideas, providing
sample materials, requesting detailed information on the project, furnishing feedback on what local materials best
support the project; identifying other collections which may be of value for the project, particularly if students plan to do
research off campus (in their local community).
30. Additional comments about how special collections has collaborated with faculty and/or students
to include unique materials in student research projects. N=28
50% of use of special collections is by students. We collaborate routinely with faculty and graduate instructors to
incorporate exposure to or use of special collections in the student experience.
Currently conducting an usability study on researchers use of the reading room.
Demand appears to be growing while staff is shrinking. We are de-emphasizing field collection in order to focus on
instruction and backlog processing.
Examples of class assignments using special collections: History Colloquium: Hyde Park & Chicago’s South Side as
Historic Laboratory: Students were required to use our collections for one short research assignment, of any topic, and
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