designing an effective instruction program
DESCRIPTION
Katz, Robin M. "Designing an Effective Instruction Program." RBMS Preconference Workshop. Las Vegas, NV. June 23, 2014. Instructor.TRANSCRIPT
Designing an Effec,ve Instruc,on Program
Instructor: Robin M. KatzRBMS Preconference WorkshopLas Vegas, NV -‐ June 24, 2014
Wednesday, June 25, 14
Welcome!9:00 – 10:00 Introduc8ons
BREAK
10:00 – 11:00 Thinking Programma8cally
11:00 – 12:00 Pedagogy: Teaching Philosophy in Prac8ce
LUNCH
1:00 – 2:00 Instruc8on Management
2:00 – 3:00 Planning Your Instruc8on Program
BREAK ?3:00 – 4:00 Wrap-‐Up
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Introduc,ons
• Your vitals (name, (tle, ins(tu(on)
• Your experience teaching with primary sources
• Why are you here?
• What is your biggest ques8on at this point?
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Introduc,ons
Robin M. Katz, MLISArchivist / SAFA Co-‐Director
@robinmkatz | [email protected]
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Introduc,ons
Robin M. Katz, MLISArchivist / SAFA Co-‐Director
I am here to:
• share what we’ve learned• encourage more (and be@er) teaching with collec(ons
• help you think strategically Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Introduc,ons
Julie Golia, PhDHistorian / SAFA Co-‐Director
@JulieThePH | [email protected]
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Introduc,ons
Julie Golia, PhDHistorian / SAFA Co-‐Director
Julie’s absence reminds us to:
• be prepared, but flexible• have con(ngency plans• think about staff models (# of ppl needed)
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Schedule9:00 – 10:00 Introduc8ons
BREAK
10:00 – 11:00 Thinking Programa8cally
11:00 – 12:00 Pedagogy: Teaching Philosophy in Prac8ce
LUNCH
1:00 – 2:00 Instruc8on Management
2:00 – 3:00 Planning Your Instruc8on Program
BREAK ?3:00 – 4:00 Wrap-‐Up
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Schedule9:00 – 10:00 Introduc8ons
BREAK
10:00 – 11:00 Thinking Programma8cally
11:00 – 12:00 Pedagogy: Teaching Philosophy in Prac8ce
LUNCH
1:00 – 2:00 Instruc8on Management
2:00 – 3:00 Planning Your Instruc8on Program
BREAK ?3:00 – 4:00 Wrap-‐Up
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Thinking Programma,cally
•We do teach. A lot.
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Thinking Programma,cally
•We do teach. A lot.(fuzzy lines between teaching + outreach + public services...)
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Thinking Programma,cally
•We do teach. A lot.Surveys:
Allison, Anna Elise. Connec&ng Undergraduates with Primary Sources: A Study of Undergraduate Instruc&on in Archives, Manuscripts, and Special Collec&ons. MS Thesis. University of North Carolina at Chapel Hill, 2005.
Krause. Magia G. “Learning in the Archives: A Report on Instruc(onal Prac(ces.” Journal of Archival Organiza&on 6.4 (2008): 233-‐268.
Malkmus, Doris. “‘Old Stuff’ for New Teaching Methods: Outreach to History Faculty Teaching with Primary Sources.” portal: Libraries and the Academy 10.4 (2010): 413-‐425.
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Thinking Programma,cally
•We do teach. A lot.Surveys:
Allison, Anna Elise. Connec&ng Undergraduates with Primary Sources: A Study of Undergraduate Instruc&on in Archives, Manuscripts, and Special Collec&ons. MS Thesis. University of North Carolina at Chapel Hill, 2005.
Krause. Magia G. “Learning in the Archives: A Report on Instruc(onal Prac(ces.” Journal of Archival Organiza&on 6.4 (2008): 233-‐268.
Malkmus, Doris. “‘Old Stuff’ for New Teaching Methods: Outreach to History Faculty Teaching with Primary Sources.” portal: Libraries and the Academy 10.4 (2010): 413-‐425.
Recent edited volumes:
Mitchell, Eleanor, Peggy Seidan, and Suzy Taraba, eds. Past or Portal? Enhancing Undergraduate Learning through Special Collec&ons and Archives. Chicago: ACRL, 2012.
Bahde, Anne, Heather Smedberg, and Mafe Taormina, eds. Using Primary Sources: Hands-‐On Instruc&onal Exercises. Santa Barbara, CA: Libraries Unlimited, 2014.
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Thinking Programma,cally
•We do teach. A lot. BUT...
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Thinking Programma,cally
•We do teach. A lot. BUT...– we are not always inten8onal enough
• what are our goals? who are our audiences? why?
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Thinking Programma,cally
•We do teach. A lot. BUT...– we are not always inten8onal enough
• what are our goals? who are our audiences? why?
– we don’t always allocate resources systema8cally• do prioriPes determine Pme, space, etc? or is it ad hoc?
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Thinking Programma,cally
•We do teach. A lot. BUT...– we are not always inten8onal enough
• what are our goals? who are our audiences? why?
– we don’t always allocate resources systema8cally• do prioriPes determine Pme, space, etc? or is it ad hoc?
– we o]en lack the ability to improve pedagogy• for lack of training, Pme; because we are not asked to
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Thinking Programma,cally
•We do teach. A lot. BUT...– we are not always inten8onal enough
• what are our goals? who are our audiences? why?
– we don’t always allocate resources systema8cally• do prioriPes determine Pme, space, use? or is it ad hoc?
– we o]en lack the ability to improve pedagogy• for lack of training, Pme; because we are not asked to
– NONE of us evaluate well enough• do we demonstrate effecPveness, impact, value? how do we know if we meet our goals?
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Our Program Experience: SAFA
Students and Faculty in the Archives was an innova(ve postsecondary educa(on program which used primary sources to teach document analysis, informa(on literacy, and cri(cal thinking skills in first-‐year undergraduates.
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
What was SAFA?
SAFA resulted in TeachArchives.org – Project documentaPon and findings– Sample exercises (with some digiPzed documents)– ArPcles on pedagogy by us and by faculty– Global audience of educators (middle -‐ grad school),
librarians, archivists, museum professionals, etc.
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
What was SAFA?
• Three year, $750,000 US Dept of Educa8on FIPSE grant – Jan 2011 unPl Dec 2013 (now in no-‐cost extension)
• Three schools within walking distance– St. Francis College– New York City College of Technology (CUNY)– Long Island University Brooklyn Campus
• Nineteen local partner faculty– All ranks, range of disciplines (not just history)– Variety of classes (seminars, surveys, etc.)– Intellectual and professional community
• Na8onal partners Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
What was SAFA?
• Centered around class visits to the archives• Item-‐level document analysis – not independent student research
• Over four semesters (Fall 2011 -‐ Spring 2013)– 1,100 individual students– 65 courses– 100+ class visits to Brooklyn Historical Society– Allowed us to “tweak and refine”
• Professional development• Undergraduate research fellowships Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
What was SAFA?
Students and Faculty in the Archives ● Brooklyn Historical Society
FALL 2011
SPRING 2012
FALL 2012
SPRING 2013 TOTALS
Courses16 14 18 17 65
Visits to BHS 35 20 21 24 100
Workshops1 2 0 0 3
Walking Tours 3 0 1 0 4
Pre-‐VisitsN/A N/A 5 3 8
Unique Students 287 201 371 276 1,135
Wednesday, June 25, 14
What was SAFA?
Our student popula8on– Mostly first-‐year / early academic career– Very diverse: many minority, non-‐tradiPonal
students, and other under-‐represented groups– Mostly products of NYC public schools– Many internaPonal students, new Americans, or
non-‐naPve speakers of English
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
What was SAFA?
Sampling of SAFA classes– Robin Michals, Introduc&on to Digital Photography – Jen Wingate, Visual Culture of the Civil War – Sara Haviland, U.S., 1896-‐present – Geoff Zylstra, Early American History – Leah Dilworth, American Literature – Maihew Gold, English Composi&on: Fire, Disease, Disaster and the Shaping of Urban Public Space
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
SAFA Findings
Independent evaluators have found that SAFA students are more engaged, perform beder, and -‐ in some cases -‐ have higher reten8on rates than their peers.– Findings summarized on TeachArchives.org– Final Report due December 2014– Last EvaluaPon Report (2012) online
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
SAFA Findings: Observa,on Skills
Q: Why might this document be worth preserving in an archive?
(2012 Eval Report)
Students and Faculty in the Archives ● Brooklyn Historical Society
PRE POST
Students no(ng a single feature of giving a vague response
72% 49%
Students no(ng mul(ple physical features
28% 51%
Wednesday, June 25, 14
Findings: Ar,cula,ng ‘a usable past’
Q: Why might this document be worth preserving in an archive?
(2012 Eval Report) Students and Faculty in the Archives ● Brooklyn Historical Society
Sample PRE responses Sample POST responses
This is a photo from the past To show how society valued entertainment
Because it showed what was going on at that moment.
[It] shows how technology was progressing in the US.
It gives insight... to what life was like during the 1960s.
It shows how people were sending postal cards through the
telegrams and how it was different... than... today.
Wednesday, June 25, 14
SAFA Findings: Student Performance
Just one class at LIU Brooklyn
(2012 Eval Report)
Students and Faculty in the Archives ● Brooklyn Historical Society
SAFA NON-‐SAFAComple(on Rate 96.9% 76.7%
Passing Rate 91.9% 48%
Grade B or be@er 60.7% 30.3%
Wednesday, June 25, 14
SAFA Findings: Student Performance
SAFA courses taught by faculty who used the program’s instruc(onal strategies succeeded in fostering posi(ve students outcomes – higher grades, and greater rates of course comple8on and course passing.
(2014 Eval Report)
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
SAFA Findings: Reten,on
Reten8on rates of SAFA students in well-‐matched are higher than comparison students at all three campuses.
(2014 Eval Report)
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
SAFA Findings: Faculty Learning
12 of 18 faculty members (66%) improved in two or more of our idenPfied best pracPces.
In the second year (2012-‐13), faculty designed and executed projects with: – fewer documents with more specific prompts– be@er defined learning objec(ves– more strategically-‐provided context
(2014 Eval Report)
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Thinking Programma,callyGood pedagogical design needs to occur at both the program level and the individual project / course / visit level.
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Thinking Programma,cally• SMART Goals
– specific, measurable, a@ainable, realis(c, (mely
• Audience• Staff/Time• Space• Funding• Collec8on Use• Do we value....
– depth vs. breadth? quality vs. quan(ty?– collabora(on vs. service?– how does this fit into organiza(onal priori(es? staff workloads?
• What models exist? Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Program Case Study: SAFA• Goals included: – Student engagement, performance, and retenPon– CriPcal thinking and informaPon literacy skills– To fulfill course learning objecPves (variable)
• Audience: First-‐year students; 3 local colleges• Staff/Time: Dedicated project staff• Space: Very limited• Funding: Grant-‐funded• Collec8on Use: Determined by course needs, condiPon• We valued...– demonstraPng a wide range of models– collaboraPon over service
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Thinking Programma,callyTwo-‐minute “jot down”– Individually, quietly–Make quick notes about your workplace– If you think you have a “program,” describe your current pracPces
– If you want to be more programaPc, imagine hypothePcal / ideal / future scenarios
We will revisit these notes later in the day.
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
“Jot Down” (Individual)• SMART Goals
– specific, measurable, a@ainable, realis(c, (mely
• Audience• Staff/Time• Space• Funding• Collec8on Use• Do we value....
– depth vs. breadth? quality vs. quan(ty?– collabora(on vs. service?– how does this fit into organiza(onal priori(es? staff workloads?
• What models exist? Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Thinking Programma,callyGood pedagogical design needs to occur at both the program level and the individual project / course / visit level.
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Schedule9:00 – 10:00 Introduc8ons
BREAK
10:00 – 11:00 Thinking Programma8cally
11:00 – 12:00 Pedagogy: Teaching Philosophy in Prac8ce
LUNCH
1:00 – 2:00 Instruc8on Management
2:00 – 3:00 Planning Your Instruc8on Program
BREAK ?3:00 – 4:00 Wrap-‐Up
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Our Teaching Philosophy
Beginners need to be taught document analysis!
Our teaching philosophy:– Specific learning objecPves– Individual documents• The fewer the beier!
– Tailored small-‐group acPviPes– Directed, specific prompts• Ex: “Why did Henry Ward Beecher write this leier?”• Not “Who is the creator? What type of doc is this?”
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
To learn more, see teacharchives.org/ar(cles/our-‐teaching-‐philosophy
Students and Faculty in the Archives ● Brooklyn Historical Society
Our Teaching Philosophy
Wednesday, June 25, 14
Our Teaching Philosophy
Adap8ng our approach for your program:– We think our model has been quite effecPve– Most of us work with beginners of some sort– But, there is a need to “build on” our approach– And you may not agree with our philosophy 100%– Please, demonstrate other approaches!
We are here to help you pose ques8ons and to determine the best answers for you.
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Pedagogy: 8 Best Prac,ces
To Teach Effec8vely with Special Collec8ons:• Learning objecPves that align visit goals with course goals• Appropriate document selecPon (the fewer, the beier)• Tailored prompts• Reasoned assignment design• Carefully considered visit logisPcs• Thoughoul facilitaPon of archival visits, including wrap-‐ups • “Goldilocks” of context (not too much; not too liile)• Working collaboraPvely to tweak and refine
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Pedagogy: Collabora,on
For beder or for worse, as librarians, archivists, and curators, we usually teach through collabora8on.
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Pedagogy: Collabora,on
Why special collec8ons professionals should take the lead in crea8ng effec8ve in-‐archives learning experiences.
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Pedagogy: Collabora,on
Why special collec8ons professionals should take the lead in crea8ng effec8ve in-‐archives learning experiences.– What needs to be clarified about who does what? Or about how things will work?
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Pedagogy: Collabora,on
Why special collec8ons professionals should take the lead in crea8ng effec8ve in-‐archives learning experiences.– Content knowledge
– History and theory of archives/collecPons
– Teaching experience in archives seqng
– Extensive doc analysis skills
– Extensive logisPcal experience
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Pedagogy: Collabora,on
Five-‐minute “lightning share”– In pairs, low conversaPon– TIMER!– One minute each:
• Do you usually collaborate to teach? How? With who?– One minute each:
• What is most challenging about collaboraPon?– One minute together:
• ReacPons
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Research Support
• Researching as a teacher vs. as a scholar• Iden(fying documents to teach with is very different than iden(fying materials for scholarly research– Not looking for everything – just one effecPve item
– Is this a representaPve or outlier example?
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Pedagogy: Objec,ves vs. Goals
Learning goals vs. learning objec8ves– Why we came to find the disPncPon so important
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Learning Goals
• A statement that describes in broad terms what a student will learn from your course.– adapted from h@p://www.oucom.ohiou.edu/fd/wri(ngobjec(ves.pdf
• Knowledge, skills, or aftudes
Students and Faculty in the Archives ● Brooklyn Historical Society
Pedagogy: Objec,ves vs. Goals
Wednesday, June 25, 14
Professors’ course goals were o]en the same as SAFA’s goals– For ex:
– Improve student engagement
– Build a sense of community
– Interact with neighborhoods
Students and Faculty in the Archives ● Brooklyn Historical Society
Pedagogy: Objec,ves vs. Goals
Wednesday, June 25, 14
Learning Objec8ves
• Statement in specific and measurable terms that describes what the student will know or be able to do as a result of comple(ng course ac(vi(es.– adapted from http://www.oucom.ohiou.edu/fd/writingobjectives.pdf
• Provide criteria for acceptable performance; how students will demonstrate learning
Students and Faculty in the Archives ● Brooklyn Historical Society
Pedagogy: Objec,ves vs. Goals
Wednesday, June 25, 14
Example: Sara Haviland’s goals vs. objec8ves• GOAL (broader)– Students will learn the unique history of the Civil
Rights movement in the North.
• OBJECTIVE (specific)– In their final research paper, students will idenPfy
and analyze the different issues, strategies, and consPtuencies of the Civil Rights movement in the North, as compared to the South.
Students and Faculty in the Archives ● Brooklyn Historical Society
Pedagogy: Objec,ves vs. Goals
Wednesday, June 25, 14
To learn more, see teacharchives.org/ar(cles/learning-‐objec(ves
Students and Faculty in the Archives ● Brooklyn Historical Society
Pedagogy: Objec,ves vs. Goals
Wednesday, June 25, 14
Assignment Design– We wanted to demonstrate a wide range of
assignment models
– Refined and tweaked over five semesters
– Defining roles played by instructors and archives staff
Students and Faculty in the Archives ● Brooklyn Historical Society
Pedagogy: Assignments
Wednesday, June 25, 14
Types of Assignments and Visits– One-‐off in-‐archive acPvity
– Semester-‐long, mulP-‐visit structure
– Building a collaboraPve resource as a class
– Scaffolded document-‐to-‐folder model
– Scholarly research paper
– Other scholarly work (oral history, walking tour)
– Research for a creaPve project
Students and Faculty in the Archives ● Brooklyn Historical Society
Pedagogy: Assignments
Wednesday, June 25, 14
Assignments: ques8ons to ask instructors– How much Pme do you have to spend in the archives over
the course of the semester?
– What knowledge or skills will your students gain in the archives? What kind of assignment will best manifest those?
– How important is student collaboraPon vs. independent work?
– Who are your students? (Majors vs. non-‐majors, first-‐years vs. advanced students, etc.)
Students and Faculty in the Archives ● Brooklyn Historical Society
Pedagogy: Assignments
Wednesday, June 25, 14
Find successful assignments atteacharchives.org/exercises/
Students and Faculty in the Archives ● Brooklyn Historical Society
Pedagogy: Assignments
Wednesday, June 25, 14
Pedagogy: Context
Talk to professors about how and when they will provide context for the archives visit– Our experience: not enough or too much context
– Finding the “Goldilocks” of context
– Define your role
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Pedagogy: Context
Kinds of Context– Historical
– Technical / Format• Processes
• Paleography
– CollecPon Info • Provenance or donor
• How organized
– What is Special CollecPons?
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Pedagogy: Context
Possible sources – Secondary sources
– Other primary sources
– Popular or experienPal readings
– Finding aids or other library descripPons
– Class lectures
– In-‐archive lectures
– Other ideas?
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Pedagogy: Context
Context: ques8ons to ask (yourself or instructor)– What knowledge/skills/aqtudes might your
students need to acquire before encountering the archives?
– If more than one archives visit, what knowledge do you want them to acquire between visits?
– How can context readings help them answer quesPons raised (and unanswered) in archives?
– Will you preselect a reading, or will students find one themselves?
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
• To learn more, seeteacharchives.org/ar(cles/providing-‐context
Students and Faculty in the Archives ● Brooklyn Historical Society
Pedagogy: Context
Wednesday, June 25, 14
Pedagogy: Document Selec,on
Document selec8on: how much?– For new students, item-‐level is best• Some experiences with providing folder from manuscript
collecPon
– Small number of items for students• Especially textual material
– Arc of visit relies on the document(s)• What is the journey students will take?
• AnPcipate pioalls and challenges
• Instructors do have a reading in mind Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Think about a student’s first encounter with the document. Consider:– physical size
– condiPon or handling needs
– length of text
– legibility (especially handwriPng)
– vocabulary
– visual literacy skills of students
Students and Faculty in the Archives ● Brooklyn Historical Society
Pedagogy: Document Selec,on
Wednesday, June 25, 14
Also remember:– How much more contextual knowledge you have
– The feeling of overwhelm in an archives• Manageable vs. unmanageable
Students and Faculty in the Archives ● Brooklyn Historical Society
Pedagogy: Document Selec,on
Wednesday, June 25, 14
To learn more, see
teacharchives.org/ar(cles/document-‐selec(on
Students and Faculty in the Archives ● Brooklyn Historical Society
Pedagogy: Document Selec,on
Wednesday, June 25, 14
Pedagogy: Handouts
Crea8ng specific prompts: why tailoring your student’s interac(on with the documents is important
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Pedagogy: Handouts
Generic ques8ons can be confusing• Date created vs. date covered
• Author/creator
• Format
• “What is the source,” “why was this doc made,” “who is the audience” are actually difficult to answer!
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Pedagogy: Handouts
Student prompts/handouts: why tailor?• Primary source docs are infinitely interpretable – but educators oten do have a reading in mind
• Handouts should reflect your specific visit objecPves
• Tailored handouts help anPcipate regularized experience for students• Rather than an educator providing context to students on a piecemeal basis (when floaPng or zoning)
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Pedagogy: Handouts
Designing prompts/handouts: archives staff can take the lead• Don’t give students too long a handout
• ArPculate to students that they should closely observe and read the enPre document
• Consider including context or other sources in the handout
• Examples in your folder
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
To learn more, seeteacharchives.org/ar(cles/crea(ng-‐handouts
Students and Faculty in the Archives ● Brooklyn Historical Society
Pedagogy: Context
Wednesday, June 25, 14
Pedagogy: Facilita,on
Facilita8ng an effec8ve visit – Thinking deeply about logisPcs makes for a beier pedagogical experience
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Pedagogy: Facilita,on
Facilita8ng an effec8ve visit: plan ahead – Overbudget Pme in your agenda
• When to arrive and leave
• Don’t forget intros and wrap-‐ups
• It takes students a while to physically move
– Groups allow for discussion, collaboraPon, community building• But consider the room, the size of the docs, how long
– What tools are needed?
– Spell out roles of faculty and staff Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
To learn more, seeteacharchives.org/ar(cles/logis(cs
Students and Faculty in the Archives ● Brooklyn Historical Society
Pedagogy: Facilita,on
Wednesday, June 25, 14
Pedagogy: Wrap Ups
Work with instructor to plan an effec8ve wrap up– Planning oten overlooked by Brooklyn faculty
– Consider a way for the enPre class to reconvene and share
– Connect the “micro” (document) back to the “macro” (course content)
– See one great idea at teacharchives.org/exercises/impromptu-‐speeches
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Pedagogy: Wrap Ups
Wrap ups: what to do– Think about logisPcs again
• Change it up, make sure they can see/hear each other
– Facilitate community interacPon – students speaking to each other, not you
– Ask hard quesPons! Demand a lot from your students
– Consider shaping wrap up around a “takeaway”• Course goal or objecPve, contemporary theme, personal reacPon, etc.
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Pedagogy: Post-‐visit
A]er the visit– Push faculty to give clear instrucPons on follow up assignments • What do students do with in-‐archives handout?
• Consider assigning a visit reflecPon
• Relate the visit back to larger assignment?
– Clarify how/whether they should come back to archives independently• Our experiences: don’t make it opPonal
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
To learn more, seeteacharchives.org/ar(cles/wrap-‐up
Students and Faculty in the Archives ● Brooklyn Historical Society
Pedagogy: Wrap Ups
Wednesday, June 25, 14
Teaching Philosophy in Prac,ce
Over Lunch -‐ Consider:Collabora8onObjec8ves and GoalsAssignmentsDocument Selec8onHandoutsContextFacilita8onWrap-‐upsPost-‐visit Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Schedule9:00 – 10:00 Introduc8ons
BREAK
10:00 – 11:00 Thinking Programma8cally
11:00 – 12:00 Pedagogy: Teaching Philosophy in Prac8ce
LUNCH
1:00 – 2:00 Instruc8on Management
2:00 – 3:00 Planning Your Instruc8on Program
BREAK ?3:00 – 4:00 Wrap-‐Up
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Schedule9:00 – 10:00 Introduc8ons
BREAK
10:00 – 11:00 Thinking Programma8cally
11:00 – 12:00 Pedagogy: Teaching Philosophy in Prac8ce
LUNCH
1:00 – 2:00 Instruc8on Management
2:00 – 3:00 Planning Your Instruc8on Program
BREAK ?3:00 – 4:00 Wrap-‐Up
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Class Visits: Our Experience
SAFA in a nutshell– 1 – 3 visits is best (we had 1 -‐ 7)
– Anywhere from <10 – 40+ students in aiendance
– Faculty pre-‐select docs with staff help
– Requested items 3 weeks ahead of Pme
– Staff pull, prep, cite, assess copyright, set up docs
– Staff greet class; review care/handling; occasionally lecture; co-‐facilitate exercise & wrap-‐up
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Class Visits: Our Experience
SAFA Management Workflow– see hip://www.teacharchives.org/wp-‐content/uploads/2014/02/SAFA-‐class-‐visit-‐procedures.pdf
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Class Visits: Our Experience
Booking Class Visits– First-‐come, first-‐served
– Some negoPaPng• For example: ask one to leave early, next to come late for overlapping Pmes
– Google and Outlook calendars
– Class visit date determined deadlines• Reminder emails (using Google reminders for us)
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Class Visits: Our Experience
Online Call Slips– Embedded Google Forms on website
• Used FormEmailer to email copies to instructors
– One per item• If it felt tedious to submit, it was tedious to pull and prep!
– Was hard to design a call slip to fit all collecPons, required extensive training to get quality call slips• And we eventually provided proper citaPons to faculty to avoid confusion. Time-‐consuming, but was easier for us.
– Requested three weeks to receive, allowed us to ask Qs or follow-‐up. Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Class Visits: Our Experience
Tracking Spreadsheet– Online call slips populated a Google spreadsheet which all project staff had access to
– Same spreadsheet used to track materials
– View spreadsheet
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Class Visits: Our Experience
Pulling Procedures– Item-‐level pulling
• Required extra acid-‐free folders, out cards, plasPklips, and paper call slips (standard BHS procedure)
– Temporarily stored in separate document boxes marked with professor, class visit date and Pme
– Arranged internally by groups with citaPons
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Class Visits: Our Experience
Cita8ons– Provided item-‐level citaPons for materials
– Printed on slips of paper that were clipped to or placed near collecPon items
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Class Visits: Our Experience
Copyright and Photos– ConservaPvely assessed copyright ahead of Pme
– Informed students whether they:• Could take photos for research purposes only• Could post photos online with citaPon (was not always successful)
– View handouts in folders
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Managing an Instruc,on Program
Special Collec8ons = A Special Challenge– We already straddle academic / professional worlds.
– Our workloads are oten complex, not well-‐defined.
– Not only do we need to learn to teach effecPvely with primary sources, but we also need to manage collec8ons, staff, budgets, and space.
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Managing an Instruc,on Program
“Instruc8on Management” Includes:– CollecPon Management
– Space Management
– Time Management
– Staff Management
– RelaPonship Management
– Plus: We have to fit an instrucPon program in while tending to other prioriPes (like other researchers, back-‐end technical services work, or digiPzaPon).
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Collec,on Management
Consider:– Who selects / requests materials for each class?
• What kind of lead Pme is needed to prepare?
– How will you track pulled materials used for classes?• Especially if pulling at the item-‐level. Who pulls? What extra supplies are needed? Where to store?
– What if other researchers want to use materials reserved for a class?
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Collec,on Management
Consider:– Will reading room policies be the same for classes? Why / why not? Consider• Sign in/lockers, cameras, reproducPons, fees, noise, etc.
– Can students touch all collecPons?• Do you have self-‐serve, paging, or both?
– How to teach care and handling?
– How to teach returning to the reading room?
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Class Visits: Care & Handling
How to teach care and handling– Not puniPve, stress universality
– Policies vary, but see our example guidelines• Have students read aloud
• Ask, “why?” or, “security or preservaPon?”
– In folders and online at teacharchives.org/arPcles/care-‐and-‐handling
• What is an archives/historical society?– Pre-‐visit experiment
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Space Management
Consider:– Where do classes happen?
– Where can collecPons go?• Reading rooms, classrooms, other buildings?
• Will reproducPons or digital surrogates be used?
– Will classes share space with researchers or staff?
– What kind of booking / reservaPon system is needed?
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Time Management
Before Class:– What kind of booking / reservaPon system is needed?• How will external partners request or reserve Pmes?
• Internally, always visibly schedule set up, teaching, and clean up Pme.
– Who is responsible for planning class visit agendas?
– Does class Pme need to include travel or set up Pme?
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Time Management
During Class:– Who will keep track of Pme, and how?
• Use clocks, watches, Pmers.
• Always communicate Pme parameters to students.
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Staff Management
– Who teaches? Who coordinates? Who fields requests? Who communicates with whom? • If mulPple staff teach, how are various relaPonships and styles managed across a department?
– What conPngency plans are needed (illness, etc.)?
– How is teaching supervised and evaluated?
– How will reference staff be trained to support assignments or student patrons?
– How will reference staff (and other patrons) be affected by class collecPon use?
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Rela,onship Management
– What relaPonships do you need culPvate outside of your library to have a successful instrucPon program?• Administrators, educators, donors, students?
– How does teaching fit in with (or conflict with) communicaPons, publicity, or development efforts? • Consider student privacy and safety
• Use photo waivers
• Educate yourself about FERPA
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Logis,cal Decisions– How will students get to the reading room?
• travel together or as a group? during class, or no?
– When will students receive an orientaPon to special collecPons?• Pre-‐visit experiment
– Will students work individually or in small groups?• Independent, interdependent, group?
– How will documents be arranged? • Will students look at all or some of the documents? Where and how should students sit / stand?
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Logis,cal DecisionsTo learn more, see h@p://www.teacharchives.org/ar(cles/logis(cs
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Class Visits: Facilita,on
Facilita8ng an effec8ve visit: in the archives– Make introducPons both clear and enthusiasPc
– Think about logisPcs• where to sit or stand, tables vs. clipboards, acousPcs
– How available will you be to students?• FloaPng vs. zoning
• Hang back or hands-‐on?
• What context provided as-‐needed?
• If you give one group a hint, tell the whole class
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Schedule9:00 – 10:00 Introduc8ons
BREAK
10:00 – 11:00 Thinking Programma8cally
11:00 – 12:00 Pedagogy: Teaching Philosophy in Prac8ce
LUNCH
1:00 – 2:00 Instruc8on Management
2:00 – 3:00 Planning Your Instruc8on Program
BREAK 3:00 – 4:00 Wrap-‐Up
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Planning Your Instruc,on Program
“Jot Down” (Individual)
– CollecPon Management
– Space Management
– Time Management
– Staff Management
– RelaPonship Management
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Planning Your Instruc,on Program
In groups of 4, spend 20 mins discussing your “jot downs” about:
Collabora8on
Objec8ves and Goals
Document Selec8on
Assignments, Handouts, Context
Facilita8on (Wrap-‐ups, Post-‐visit)
Collec8on Management
Space Management
Time Management
Staff Management
Rela8onship Management Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Planning Your Instruc,on Program
Evalua8on and Assessment
– SaPsfacPon / Self-‐ReporPng
– Service EvaluaPon
– Learning Outcomes
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Planning Your Instruc,on Program
Ques8ons to ask yourself– What are our goals?
– Who will help me evaluate?• IRB Board
• Campus Assessment Office
• Research Method Design / Data Analysis Support Services
• Independent Evaluators
• Self-‐Taught?
– What tools are available to me?
• SPSS, Survey Monkey, etc)
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Planning Your Instruc,on Program
Ques8ons to ask yourself– What are we trying to prove / show?
• demonstrate
• value
• impact
– What are we trying to really learn?• improve
• “tweak and refine”
– Who will see the results?• internal only, administrators, users, publicaPons?
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Planning Your Instruc,on Program
Ques8ons to ask yourself– How will you build in feedback?
• For you?
• To professors?
• To students? (“checks”)
– What is your role in providing / receiving feedback?
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Planning Your Instruc,on Program
Pairs (15 minutes)
Define Goals: Choose to define one goal (together).
Write it down!
Discuss:
What resources are available to me?
What are you trying to show?
What are you trying to learn?
How will results be used
Feedback Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Schedule9:00 – 10:00 Introduc8ons
BREAK
10:00 – 11:00 Thinking Programma8cally
11:00 – 12:00 Pedagogy: Teaching Philosophy in Prac8ce
LUNCH
1:00 – 2:00 Instruc8on Management
2:00 – 3:00 Planning Your Instruc8on Program
BREAK 3:00 – 4:00 Wrap-‐Up
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Schedule9:00 – 10:00 Introduc8ons
BREAK
10:00 – 11:00 Thinking Programma8cally
11:00 – 12:00 Pedagogy: Teaching Philosophy in Prac8ce
LUNCH
1:00 – 2:00 Instruc8on Management
2:00 – 3:00 Planning Your Instruc8on Program
BREAK 3:00 – 4:00 Wrap-‐Up
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Wrap-‐Up
• Important themes:– Ini8a8ng change
– Recognizing partners
– Cul8va8ng allies
– Defining roles
– Making demands
– Scaling up
– Finding new audiences
– Moving away from “show and tell”
– Providing training / professional development Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Wrap-‐Up
• Do we have some concrete ideas we can take back home? Or do we know where to look?
• Do we feel more empowered to plan strategically?
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14
Follow Ups
• I will – email slides and intro notes to everyone
– share my annotated bibliography when completed
• You will – look at TeachArchives.org
– keep in touch!
• Anything else?– @robinmkatz | [email protected]
Students and Faculty in the Archives ● Brooklyn Historical Society
Wednesday, June 25, 14