| 1.
|
The
Film Studies Faculty would very much like to make better use
of the Special Collections, especially if that allows us to
incorporate primary historical research into our classes. We
are not aware, however, of any collections of film historical
documents that have much relevence to our work, beyond that
held by our Cinema Archives. |
| 2.
|
In
question no. 11, I would check both bottom circles, but am not
allowed to. |
| 3.
|
To be
honest, I don't really know what a Special Collection is.
|
| 4.
|
I would
be delighted to be able to bring students to other special
collections in the area, but the insurance regulations at my
university make it difficult to arrange transport to any off
campus sites. Also I would not have imagined that my students
and I would have been welcomed by other librarians.
|
| 5.
|
I also
teach graduate students, who are more active in archival work.
|
| 6.
|
Why
does your question #11 require a choice between information
from faculty and information from librarians? Why not both?
|
| 7.
|
Not
sure special collections are relevant to me, but they might
be. I know I used some images of Di Vinci sketches early on in
my teaching. |
| 8.
|
I don't
know what a special collection is, and I don't consider it to
be my job to educate students in computer usage. What they do
is important to me, but not how they do it. The definition in
your cover letter was not at all clear to me. |
| 9.
|
The
answers in 11 are not mutually exclusive. I wanted to tick
both the second and third box. |
| 10.
|
I would
love to be able to use other collection. One problem that
might ensue is transportation. E.g. should we be able to use
Yale, how will I get my class to Yale? I would love to have
access to Yale or other collections since I would then be able
to use the special collections more in my classes-- they are
strong on Jewish holdings. |
| 11.
|
No
|
| 12.
|
no
|
| 13.
|
All
efforts to improve service to students is commendable, but at
this time I am unable to use special collections.
|
| 14.
|
I would
like to check both positive responses in question 11 and the
survey will not allow me to. |
| 15.
|
I would
also like more information from faculty who teach courses
similar to mine. I am sure my University would support this
and that the use of special collections would be extremely
valuable for my students. The extra push of a support group or
from librarians who have a vision of how I can use their
resources would be extremely useful! |
| 16.
|
Wanted
to answer yes to help from both faculty with similar courses
AND librarians in #11 |
| 17.
|
If NVCC
has special collections in the electronic library databases,
my students and I will probably use them all the time.
|
| 18.
|
I am
not certain what is meant by "special collections". Are they
manuscripts? Books? Collections of papers? Are they kept in
the regular stacks, or elsewhere? I have had my research
students use the "English Experience" facsimilies of 16th and
17th-century pamphlets, but I am uncertain whether these
200-odd volumes are "special" in the sense you mean.
|
| 19.
|
i find
that our library is not a real freindly facility and their
attitude is not conducive to going there for a professor --
yes a few preople are excellent and i try to go there wqhence
they are there. |
| 20.
|
I
checked "librarians" above but i would also like to hear from
other faculty who teach similar courses. |
| 21.
|
N/A
|
| 22.
|
Not
really. |
| 23.
|
not at
this moment |
| 24.
|
No
|
| 25.
|
No.
|
| 26.
|
You
never defined "special collections" at the outset of your
survey so respondents are going to have differing definitions
and your results will reflect that. You also do not have
adequate answers for all of your questions (e.g., if you
answered "Frequently" to #2, you are not supposed to need to
answer #3. Yet, you can't get out of the survey unless you
answer it. |
| 27.
|
I have
always had the ambition to add looking at original documents
-- replicating or doing original research -- in my nineteenth
century classes. It's lack of sufficient energy and planning,
I suppose. It is, however, an extremely imporant goal for an
individual course and for a curriculum as a whole. Emerson
provides the model "do not take things at secondhand" (or
something close to that). |
| 28.
|
It
depends. If I had more time to comb the archives for
information on the CC Clark telescope and if the archivist
could help with that project that would be great. Otherwise I
don't see that the special collections will help with any of
the courses that I teach. |
| 29.
|
I only
know of a few items in Special Collections that pertain to my
field. Marian Shillstone has been great about informing me
about holdings. ---- I do not like the format of this survey.
It is making me reply to irrelevant questions before going on
to the next screen, which is forcing me to go back, answer
questions incorrectly, and spend much longer on this task than
promised. |
| 30.
|
no
|
| 31.
|
Last
spring I brought one of by classes to CC's special
collections. We focused on Owen Jones' Grammar of Ornament
from 1856 and similar titles in our study of the symmetries of
the Alhambra. The students remarked that they enjoyed the day
and to repeat it for future classes. |
| 32.
|
I
honestly have no idea if there is special collection material
that is relevant to the courses I teach. I imagine that maps
of the local area could be of some use; I've just never taken
the time to find out! |
| 33.
|
Nope
|
| 34.
|
Thanks
for asking these questions. I hope that it leads to some
interesting proposals for my college. |
| 35.
|
Unless
special collecitons has prints or original works of art by
great artists, I don't foresee using special collections. I'm
not interested in using works of art of secondary quality -
I'd rather send my class to "special collections" like art
museums in NYC |
| 36.
|
No
|
| 37.
|
NO
|
| 38.
|
no
|
| 39.
|
afdasfas |
