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1. Can you estimate approximately how many of the faculty of your school include the use of special collections in their undergraduate courses?

1.	50 (over the past 8 years)
2.	6
3.	0
4.	none: we're affiliated with the music school which is only for graduate students.
5.	ten per year (only my special collection)
6.	about 30
7.	No.
8.	20
9.	4
10.	12
11.	3
12.	Don't know
13.	at least 7, possibly more
14.	20-25
15.	dozens
16.	no
17.	none as yet
18.	5
19.	under 10%, over 5%

2. If you are able to, please list the faculty and/or courses that use special collections, in case there is a need to follow up with particular questions.

1.	The list is too long to type in here. I can supply it to Harriet separately.
2.	Art History Italian Journalism
3.	No undergraduates at Yale Divinity School
4.	Frank Tirro: jazz, American music Perlis: American music other independent studies and MMA papers. (Michael Friedmann runs the MMA program now.)
5.	Holocaust in Hostorical Perspective Genocide and Ethnic Conflict The Making of Modern Ukraine Genocide: History and Theory Germany 1879-1890
6.	[relatively recently] James Hepokowski Thomas Murray John Halle Craig Wright Cynthia Russett Daniel Harrison Allen Forte (now retired) Amy Hungerford J. D. McClatchy
7.	Steve Berizzi Linda Lerman D.J. Moores Cathy Milton
8.	Art -- Wollensack Art History -- Van Slyck, Chang History -- Garofalo Environmental Studies?
9.	Benjamin Foster Karen Foster Eckart Frahm Kathryn Slanski Tom Eby Emmanuelle Salgues Elizabeth Payne
10.	Cindy Connolly--History of Nursing David Blight--Slavery and Abolition Eeva-Lisa Pelkonen-Saarinen seminar William Summers-Epidemics in Global Perspective Betsy Bartlett--China workshop Ole Molvig--History of Science/Medicine Jennifer Klein--U.S. Urban History Dramaturgy Morna O'Neill--History of Photography Women in America Seth Fein--Idea of the Western Hemisphere John Gaddis--Art of Biography Robert Stern--Architecture Susan Lanzoni--History of Science/Medicine Women and Gender Studies Scott Gac--Politics and Culture of 19th Century American Music Naomi Rogers--Science, Feminism and Modernity John Demos--Colonial America
11.	John Faragher, History/American Studies Seth Fein, History/American Studies Joanne Freeman, History Morna O'Neill, History of Art Rolena Adorno, Spanish & Portugese Glenda Gilmore, History Jay Gitlin, History Mary Liu, History/American Studies Barry Muchnick, American Studies Karianne Yokota, History/American Studies Amy Hungerford, English John Gaddis, History
12.	FALL, 2004: --Margaret Lindsay’s class on Trinity portraits (ARCHIVES) --Jonathan Elukin’s class on British history (16th -18th centuries) (EARLY SOURCES ON BRITISH HISTORY) --Jonathan Elukin's Historigraphy (EARLY SOURCES), --Stephanie Chambers's politics class (19th CENTURY PAMPHLETS ON THE RIGHTS OF WOMEN). --Jonathan Elukin’s First Year Seminar on the history of the book (SERIES SESSIONS PRESENTATING A VARIETY OF EARLY PRINTED BOOKS) SPRING, 2005: --Elukin's Historiography (EARLY SOURCES), --Mary Lewis’s course on Van Gogh, Gaughin, and Symbolism (TRAVEL IN S. PACIFIC AND EDITION OF NOA NOA OF GAUGHIN) --Elukin’s history of the Crusades class (EARLY SOURCES) --Dianne Hunter’s course on Sylvia Plath and Ted Hughes (FIRST EDITIONS, ETC.) --Margaret Lindsey’s Guided Studies class (LATE MEDIEVAL BOOKS OF HOURS AND EARLY PRINTINGS AND MODERN FINE EDITIONS OF MEDIEVAL TEXTS) --Devin Doughtery’s painting (BOOKS WITH BIRD ILLUSTRATIONS) --Jack Doughtery’s Educational Studies 300 class (TWO SESSIONS, ONE ON THE BARNARD TEXTBOOK COLLECTION, THE OTHER ON RELEVANT RESOURCES IN THE TC ARCHIVES) --Elizabeth Baughan’s Homer class (EDITIONS OF HOMER FROM THE 16TH CENTURY TO THE PRESENT)

3. In the workshops yet to be developed and scheduled, what aspect of the use of special collections should the grant address to be most useful to you? Please identify 3 topics you would like to focus on, either from the list below or others of your choosing. Please be as specific as you can.

1.	balancing use and preservation
2.	Getting funding and personnel to undertake preservation and digitization projects.
3.	Cooperation between special collections to meet the needs of the students and faculty. Developing an appropriate setting for using speciall collections material in teaching
4.	How to establish easier, more comprehensive communication among librarians and faculty regarding the integration of collections and curriculum
5.	A. PROJECTS IN SPECIAL COLLECTIONS THAT CAN BE INTRODUCED TO FURTHER THE GOALS OF VARIOUS COURSES. B. USING TECHNOLOGY TO FACILITATE THE GOALS OF A COURSE THAT HAS A FOCUS IN SPECIAL COLLECTIONS. WE HAVE SEEN THIS DONE WITH OUR CTW MELLON GRANT--CONSULT WITH MY COLLEAGUE SALLY DICKINSON AND PROF. ALDEN GORDON OF TC'S ART HISTORY DEPARTMENT. C. Finding/identifying special collections (on your campus, in your community, from potential donors, etc.)--PROJECTS TO IMPROVE AWARENESS OF SPECIAL COLLELCTIONS HOLDINGS.

4. Unmet challenges: Are there required courses on your campus that could integrate special collections into their syllabi? Can you identify some of these?

1.	Wesleyan has no required courses. However, there are regularly taught courses, such as some sections of the various Shakespeare courses, that could make good use of special collections. Usually the problem is either lack of interest on the part of the faculty member teaching that section or too large a class size to make a visit to see our (for instance)Shakespeare holdings feasible.
2.	don't know
3.	Not at Divinity School
4.	Any course covering 20th C music could use our collection.
5.	Cannot specifically identify, but some faculty do not wantto take the necessary time to explore toher options
6.	There are many: particularly in Music, English, French, German, recent history, Drama, Afro-American Studies, to name a few
7.	None specifically that I am aware of....
8.	Not sure
9.	Yes, all English courses could base one or more writing assignments on impressions from special collections materials (e.g. diaries, journals, oral histories) and history courses could include special collections in some aspect of each course.
10.	Freshman Seminars
11.	Not at this time
12.	Senior seminar in music; survey course in music history
13.	All the courses about the Ancient Near East require the faculty and students to use the material, both tablets, objects, and books in the Yale Babylonian Collection
14.	Junior seminars for history students. Research methods classes
15.	Most within History &/or American Studies do so.
16.	no
17.	Not as yet
18.	Not sure
19.	I think this would better be framed from the subject area standpoint. Thus the humanities in general, esp. courses that have an historical content,are most likely to benefit from special collections: Literature, History, Classics, Art History, Educational History; also Natural History (with opportunities to use book illustration), History of Science, etc.

5. How do you think information about special collections could best be disseminated to your faculty? If you presently disseminate such information, how do you do that successfully? For example, through library tours, personal contact, visits to academic departments, special lectures, special collections websites, etc.) Please identify specifics, if possible.

1.	Many of our faculty make heavy use of special collections with their classes. They learn about our holdings and services primarily through our (quite aggressive) program of outreach, personal contact, and referrals from colleagues.
2.	Library Liasion efforts, general promotion via University news channels
3.	I have done workshops and class sessions for Yale undergraduate classesl generally the faculty have contacted me re. doing these sessions. The Yale Library Special Collections Subcommittee has tried to target History Dept. Senior Essay writers.
4.	Personal contact. Special lectures and other events.
5.	Personal contact, lectures, websites
6.	Via cataloguing access, which is just beginning (staffing is too limited to permit actions to disseminate information)
7.	Personal contact with faculty based on an awareness of their research interests, projects and courses.
8.	not sure
9.	In addition to those methods mentioned in the question, local special collections help by local historical societies are also valuable resources for our faculty. Periodic presentation by historical society staff at faculty meetings would bring their collections to faculty awareness.
10.	Through direct communication with faculty to let them know the resources that are available. This might be through the library liaison program, special collections website, personal contact to academic departments, or targeted email correspondence.
11.	Initially, I think it should be filtered through the liaisons, either one on one, or through departmental meetings.
12.	newsletters, personal contact
13.	The Near Eastern Department is rather small and everybody in it is aware of the Collection and its reading rooms
14.	Luncheon for new faculty, news feature on website, e-mail to faculty lists, open houses, personal contact. It's helpful to be on good terms with the administrative assistants in the departmental offices. They can be very helpful.
15.	See "other" answer to question 3
16.	personal contact
17.	Library newsletter; faculty workshops
18.	Personal contact
19.	A. Personal contact in person or by phone. B. Website that describe the content of the collection, and the in the case of non-book materials, provide some in-depth information. WRITTEN COMMUNICATIONS ARE OFTEN IGNORED.

7. Which of the following issues are of significant concern to you?

1.	I'm happy with the volume of use, and we have superb collections. However, I would like to see more use of our collections by faculty for their own research and more, meaningful class assignments using special collections, in addition to the more run-of-the-mill visits for "show and tell" sessions.
2.	None of the above
3.	I think "significant concern" is an overstatement but, I do think there are wonderful resources that the college community could benefit from in developing their instruction and assignments.
4.	Increasing access to uncataloged special collections raises the concern of professional cataloging and processing of these collections. Overuse of the special collections may result in permanent damage to parts of the collections and the need to develop secondary access to the materials.
5.	Lack of physical facilities and preservation (both funding and personnel) to allow greater use of collection.
6.	Our collections are used frequently, but could be used more widely. I don't consider them "under-used" but would be pleased to see underclassmen have more frequent opportunities to understand the collections and how to use them to better prepare them for their independent research projects as juniors and seniors.
7.	Space, and security for special collections of value
8.	Checking the first 2 items is not a contradiction, for one serious problem is overuse of only a limited number of materials, while the rest of the holdings go with little use.

8. Do you have any other comments?

none

I think Special Collections would be better utilized if it had a more inviting space and work area. I also worry that libraries take in items but don't set aside the associated resources for ongoing housing and preservation of materials. Perhaps funding should be allocated at the outset before materials are accepted?