1. Faculty Questionnaire

Please state your department and your special areas of expertise and interest.

1.	Government. Political theory/philosophy. Modern political thought. Theory and practice of welfare state. Modern liberalism. Global justice
2.	Dept. of Religion areas: history of religion, antiquity, early Christianities, critical theory
3.	Government Department American politics Note: the tern "special collections" is ambiguous to me. Does that term include on-line data bases, such as the Roper public opinion archive? If so, I use such data frequently both in research and in teaching. If not, I do not. I will presume so for the purposes of this survey.
4.	History/European Intellectual History
5.	Dept. of Asian Languages and Literatures Japanese language and literature
6.	Film Studies Film History, Film Aesthetics, Contemporary Asian Cinema, Economics of the Film Industry in the U.S.
7.	History: Mughal and British India, Indian Ocean, maritime history, historiography, philosophy of history, historical methodology, religion and history
8.	Mathematics Topological groups, set-theoretic topology
9.	American Studies and Anthropology Ethnic Studies focus on indigenous rights, race & citizenship in the USA, and nationalism
10.	Music Department Ethnomusicology, American Music, African Music
11.	Biology: ecology, evolution, conservation biology
12.	Economics Income Distribution Labor Economics
13.	Economics - finance, microeconomics
14.	Psychology Ingellingence, Measurement, Statistics, Conflict and Peace studies
15.	English. Romantic and Victorian British literature, esp. poetry.
16.	History. early modern Italy
17.	Biology Molecular cellular development neuroscience
18.	Department of Asian Languages and Literatures Japanese literature
19.	Music Department ethnomusicology
20.	Economics Department Global Climate Change Decisions under uncertainty
21.	Romance Langs and Lits. Renaissance Italian literature and history
22.	History and American Studies 19th century U.S. history religion women's history
23.	E&ES marine geology, paleoclimatology
24.	English, American Studies and Film American cultural history, literature and film
25.	mathematics department analysis probability number theory statistics
26.	Classical Studies
27.	History Department, Wesleyan University Interest and expertise: Jewish History, early modern Europe, and Jewish history
28.	psychology, eating disorders, psychopathology, treatment outcome
29.	Romance Languages and Literatures Spanish Golden Age Literature and Culture
30.	Government, U.S. Foreign Policy, Public Opinion and Foreign Policy, Elections and Foreign Policy
31.	English Environmental literature Pastoral Nature writing American Studies
32.	Physics My research area is nonlinear and soft condensed matter physics. My teaching has been concentrated in the advanced undergraduate laboratory courses.
33.	Professor of Economics Economics and law; history and philosophy of economics; American economic history
34.	Chemistry - Experimental Chemical Physics, Spectroscopy
35.	Molecular Biology and Biochemistry Protein translocation in bacteria
36.	Chemistry Department Inorganic Chemistry
37.	Romance Languages & Literatures Modern Spanish Literature Modern Spanish Theater
38.	art (studio!) printmaking, typography, history of books
39.	Religion Hinduism and Islam in India
40.	Psychology Etiology of psychiatric and substance use disorders
41.	hospitality management food production nutrition
42.	Philosophy Area of specialization: American Philosophy - Woman Philosophers. AOI: Contemporary philosophy, Modern Philosophy Rarely read philosophers, Ancient Philosophy, especiall Plato and Aristotle.
43.	Biology - Shellfish biology; Marine invasion ecology
44.	Sociology - urban, methodology, public opinion
45.	Mathematics, algebra
46.	Sociology gender, inequality, migration, Latin America
47.	Math Department
48.	Biology Department Aquatic ecology
49.	nursing interests are mental health and medical nursing
50.	Art and Art History areas of interest/expertise: sculpture and ceramics, historical to contemporary
51.	Economics Monetary economics and public finance
52.	Business:Management and Finance
53.	Dept. of Communication, Fairfield University. Areas of Expertise/Interest: Media Economics and Regulation, Telecommunications Policy, International Communication, Communication Theory, Distance Education, New Information and Communication Technologies.
54.	Mathematics and Computer Science Applied Math and Statistics
55.	Computer Science Artificial Intelligence and Robotics
56.	Politics Department Special interest: Latin America and Caribbean
57.	Philosophy Applied Ethics Natural Environment
58.	Economics, international
59.	English Department African American literature Women's writing Caribbean literature urban studies gender studeis comparative literature--20th century
60.	Religious Studies Dept. Area of interest/expertise: Judaic Studies, especially modern Jewish history and thought
61.	Arts & Humanities, specifically English Composition.
62.	Sociology. Criminology with an emphasis in youth crime and justice.
63.	Religious Studies Medieval Mysticism History of Christian Thought Lay Spirituality Recovery of women's history
64.	Biology Zoology, Biotechnology, Nanotechnology, Genetics, Molecular Biology
65.	Biology: Parasitology regarding following questions: it is not clear which are our libraries special collections
66.	Psychology-behavior analysis, teaching excellence, operant conditioning lab
67.	English, 18th century; feminism
68.	Psychology; Clicinal psych, adolescence, issues related to teaching and learning, autonomy/free will.
69.	History Department, expertise in American eugenics, history of biology, progressive era reform.
70.	modern languages & literatures, italian studies
71.	Religious Studies Catholic theology, doctrine, dogma, God Feminist theology women's studies
72.	Chemistry
73.	English--composition and rhetoric
74.	English, Writing
75.	Religious Studies religion and politics, Catholic Church, religion and literature
76.	Communications Department Expertise and interest: composition, literature, technical writing, communications
77.	Dept: Mathematics and Computer Science Specialties: Partial Differential Equations, Structural Dynamics, Solid State Physics
78.	Arts/Humanities English Composition and English Literature
79.	History. Tudor-Stuart England, Victorian England
80.	psychology social psychology psychology and law applied internships
81.	philosophy, law, international affairs
82.	Science Cell Biology
83.	accounting and econom8ics
84.	Music performance, theory, conducting
85.	Leonard Engel, American Lit., Melville, Faulkner, Amer. Western Lit. & Film, Mystery & Detective Fict. and Film
86.	Mathematics
87.	Math/Science Physics
88.	Psychology, Industrial-Organizational, Occupational Stress
89.	English. Travel Writing. Creative Nonfiction.
90.	Communications- rhetorical studies, oral communication, interpersonal communication, mass media & Film
91.	Automated Manufacturing Engineering Technology
92.	Art Deptartment artists books typography typographic history graphic design graphic design history
93.	BSS - Human Services
94.	Behavioral and Social Sciences- Criminal Justice history of CJ/law, Case Law--US Supreme Court, Ethics, public policy, mental health, policing
95.	Arts and Humanities, English
96.	Nursing: Medical-Surgical: urological, endocrine, cardiac, respiratory, wound healing, nutritional, psychiatric, pediatric, obstetrical
97.	Science Biology Botany Anatomy and Physiology
98.	mmmm
99.	English Department: 18th and 19th century English Literature, particularly women writers of those period. Poetry and narratives are the genres of particular interest in those periods.
100.	Visual and Performing Arts theatre history and dramatic literature playwriting directing acting theatre and social change
101.	Psychology - Language, Reading Acquisition and Disorders, Statistics, Research Methods, Educational Psychology
102.	Psychology Intimate Partner Violence Parenting Psychological Disorders in Children Clinical Psych/Abnormal Psych Cognitive Behavioral Therapy
103.	Political Science My specialty: Middle East, Europe, and Third World (more specifically, Muslim World)
104.	philosophy social philosophy and ethics marxism science and religion spirituality and religion philosophies of health, healing, and medicine philosophical and ethical study of ideas about the future albert schweitzer telihard de chardin
105.	Psychology Dept. Cognitive Psychology - Applied Cognition History of Psychology - especially history of asylums History of Medicine and Science
106.	Legal studies - ethics, legal system
107.	Modern Languages, (Spanish), Pedagogy, nineteenth and twentieth century literatures -- Latin American and Spain
108.	Political Science: international relations, ethnic conflict, identity politics
109.	Legal Studies Department Legal Research
110.	Department of Sociology Areas of research: Gerontology, Alzheimer's disease, Family Relationships of Older People
111.	Legal Studies History Federal Indian Law, Constitutional Law
112.	Sociology Special interests: education, moral development, ethics
113.	Department: Education Areas of Interest and Expertise: Teacher Preparation, Multicultural Education, Urban Education, English Education, Dialogic Instruction
114.	Dept. of History The Reformation, Early Modern Europe
115.	Mathematics asoociative rings algebraic geometry
116.	Computer Science/Interactive Digital Design Bioinformatics, CS Education
117.	English. Nineteenth century American literature and culture
118.	Physics, Astronomy and Geophysics Areas of expertise: extragalactic radio astronomy, quasars, variable stars, photometry, VLBI, astronomy public outreach
119.	slavic studies, Russian and Polish cultures
120.	Theater Technical Theater Lights Sound Set concstruction CAD drawing
121.	Math and CS Geometric Issues including Fractal Geometry Math Education
122.	Art History and Museum Studies
123.	theater--directing, 19th century American drama, comedy
124.	Theatre Department / Costume Design
125.	Department: areas of interest: environmental psychology, spatial behavior, cognitive mapping, hospital architecture
126.	Economics, Feminist economics, gender and development, Latin America
127.	...
128.	Department of Physics, Astronomy and Geophysics geologist and GIS specialist
129.	Art History Renaissance and Baroque
130.	English; postcolonial literature and theory, literary and cultural theory.
131.	Anthropology dept Archaeology
132.	Psychology Personality Clinical Psychology Couples Therapy Addiction Narrative Psychology
133.	Economics History of Economic Thought
134.	Philosophy ethics law political
135.	Art History and Architecture ancient and medieval art, architecture and archaeology
136.	Economics, public sector
137.	afsdds

6. If you have used local historical society resources, has that been successful? Please describe.

1.	I've had several Senior Thesis students consult the Wesleyan Cinema Archive for research projects, and they have found it very useful.
2.	Extremely successful. And the reason I did not check the 'frequently' circle for number 5 is that only recently was I able to teach a course (Waterways, a maritime history course) that enabled me to use the historical society. But as I plan to teach this course on a more regular basis, I expect to use the historical society more regularly.
3.	Long Lane Research. Yes. Successful
4.	Meeting with a seminar at the local historical society was a good class session, but none of my students ended up doing research there. On the other hand, individual students have used the historical society collections in writing senior honors theses, and a couple of them have curated exhibits there, thus gaining valuable experience.
5.	material at CT River Museum and Mystic Seaport, Pequot Museum
6.	Getting students to find and use historical documents and rare books at Pequot Lib or Fairfield Historical society.
7.	Yes, I have had students use historical census materials and maps to trace evolution/ growth of Bridsgeport and Fairfield, Connecticut
8.	n/a
9.	N/A
10.	Though we haven't gone to a local historical society building, we have used primary source material on specific Jewish communities and (17th-19th c) leaders as readings in such courses as my "Jews and Judaism in America." It's been very successful. I wish I could do more in that area.
11.	I have accessed local collections to incorporate material in my teaching, but I have not had my students access them. I believe use of local collections has been effective in my teaching, but I am not sure if this answers the question.
12.	The experience I have had is very limited--I would love to do this more often, but working with local groups seems challenging to work out. When students use them, they are very intrigued by the experience. However, typically this requires a great deal of commitment by students who need to spend the time to drive to the society, photocopy, learn the system, etc.
13.	Yes--raised student interest and awareness of local history.
14.	Yes - history of factory production in the City of Waterbury - assisted students in understanding urbanization of Waterbury
15.	bbbbb
16.	Access is a problem. The British Museum is a resource, but students find it hard to get to. I also use interlibrary loan to access much archival material, or access databases online. It would be helpful to be able to have access to a wider variety of texts that students can look at, than what is available in anthologies.
17.	I haven't used local historical resources, but have used other types of local resources such as local theatre groups and artists.
18.	N/A
19.	never have
20.	I haven't used it thus far.
21.	n/a
22.	I had success at local libraries, at institutinal archives, at the state library. For example, in researching the history of CT asylums, I have used the Museum of Dentistry and Medicine in Hartford and the State Historical Society. I have also gone to town libraries to get info on regional mental hospitals.
23.	N/A
24.	Never.
25.	I have not used them
26.	Did not use.
27.	N/A
28.	N/A
29.	never used
30.	n/a
31.	I have used them for preparing classes. I have not require students to use them.
32.	N/A
33.	I shouldn't have to answer this question!!
34.	I haven't but the survey forces me to respond.
35.	I have used the Connecticut College archives to research the history of the 1888 Clark refractor that is housed on the roof of Bill Hall. Thisw project has no relation to the Physics and Astronomy classes that I teach. For teaching and research in my area current scientific journals are what I need more of in the Conn College library - electronic access would be prefereable. We currently only have access to a few of the important american astrophysics and astronomy journals and non of the European journals. Comments on the question below: I have my students occasionally put togehter materials to be posted on the web. These materials are mostly all related to current astronomical work. Occasionally a student will do a project on a historical topic in astronomy of physics. These later projects make use of the regular library collections. Special collections are not needed for this.
36.	NA
37.	N/A
38.	Similar to historical societies, I have used special exhibitions in my teaching. For example, I used a recent show on current women's Inuit art and culture to enhance a unit on non-Euclidean geometry and the Inuit culture (1880-1920)in the Mathematics from a Cultural Perspective course. Also the recent exhibit at the Wadsworth Atheneum on African art and culture, provided background for an African fractal geometry unit.
39.	Yes. I used the archives at the Pequot Museum and archivist Jonathan Ault was very helpful.
40.	n/a
41.	N/A
42.	NA
43.	na
44.	...
45.	I would love to use historical maps in my GIS class, but I never have time to visit the historical society on the weekday it is open.
46.	I have not used them. This question should not have an asterisk.
47.	Stuff on New London and the Atlantic Slave Trade; got it from Mystic Seaport library, though, not our college.
48.	projects in cataloging at the Indian and Colonial Research Center, Old Mystic, CT
49.	Yes, it allowed students to trace the story of certain neighborhoods that would be affected by a community development project.
50.	used special collections in the library
51.	N/A
52.	not relevant
53.	not used
54.	afd

8. If you have never done so, could you indicate the reason for this?

1.	did not envision relevant projects that would be of real use to others.
2.	I'm not big on computers and web sites
3.	Not relevant to my courses
4.	We have a rather tight curriculum that is heavily based on individual film analyses. This hasn't lead to the kind of work that might be archived for future use. The Faculty are archival researchers, however, and we are not opposed to this sort of project.
5.	Most useful reference sources in mathematics are in printed books or journal articles
6.	It hasn't seemed necessary or especially valuable.
7.	Not sure how difficult this would be or how time consuming.
8.	completely irrelevant and a waste of time
9.	First year faculty member. Have not taught a course where that would be an appropriate assignment yet.
10.	Not directly relevant to the sort of teaching I tend to do.
11.	other pedagogical goals (I do have students present oral reports to the class on their research projects.)
12.	not educational
13.	May do later; right now not enough time
14.	haven't found the right students or the time to do this, but think it's a great idea.
15.	Does not really fit into what I do in the classroom or for my research.
16.	Since I teach Italian Renaissance topics, it would be hard to do. However, I have hired webtechies who built nice websites for the courses.
17.	lack of interest
18.	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.
19.	Reservations about the value of such an exercise in my field.
20.	connnection to pedagogical goals
21.	Right now I don't see relevant products that would enhance student learning in my courses.
22.	Not relevant
23.	students have done written and oral reports, but nothing web based.
24.	Not pedagogically appropriate
25.	I have not yet fully assessed the value of this in my teaching
26.	Such projects require a great deal of my and students time and I am unconvinced of their relative usefulness
27.	Rareness of interst plus sophistification of student projects.
28.	not really appropriate
29.	Other goals and objective have worked.
30.	Not having the time to train students on the technical aspects of this.
31.	Lack of Time
32.	lack of interest
33.	My students are learning to respond to essays and/or current events.
34.	I have never thought of this type of assignment! I have had workstudy students work on projects that I have used to benefit other students, but I have never used this approach as a class assignment. I am going to think about it!
35.	projects are course specific
36.	Unsure
37.	Didn't occur to me, I'm feeling really "out of it" as I do this survey, will have to catch up!
38.	I teach a very rigorously text based course; we read texts and pretty much nothing else.
39.	not the focus of my courses
40.	not appropriate
41.	Recenty students' course loads (in my area) do not seem to permit time for this.
42.	I don't see a way of integrating it into my curriculum
43.	introductory courses in science
44.	not appropo curriculum foi rbasic courses
45.	not germaine to the topics of music performance
46.	I usually teach an introductory course and feel a web site with value would require a greater knowledge base
47.	Doesn't seem relevant to what I need to teach students
48.	I haven't perceived as being particularly pertinent to the topics I teach.
49.	Students here are at much more basic level of academic ambition than students at 4-year schools taking year 3 and 4 courses, where suchprojects are more likely to be useful. Also, lack of curiosity outside the fields they are studying for immediate job training and utter devotion to pop-culture inhibits deeper academic projects for 80% of them, and not sure if the workload involved for the other 20% is worth the time that would be required. Even getting students involved on small group activities outside of normal class hours is nearly impossible. Commuter lifestyle precludes some of the better teaching strategies in this regard.
50.	I have done it, but would do it more often if I had more expertise and equipment.
51.	Usually reserve for my graduate students
52.	not sure it would be appropriate for my courses
53.	n/a
54.	This was not a relevant item for me because I said "Frequently" to the previous...Item 3 was also not relevant because I responded similarly. Problem: I couldn't go on because I left them blank initially.
55.	lack of expertise, lack of tachnical knowledge, lack of appreciation of its value and/or importance.
56.	The students themselves are very technotronic.
57.	For beginning legal research, students begin to learn about research sources. To date, there does not seem to be a need to collect specialized materials at this level.
58.	N/A
59.	this doesn't need an answer based on my response to question 7.
60.	Have considered it, but typing math is a tedious process for students and I am not convinced it would be a worthwhile project.
61.	I shouldn't have to answer this question!!
62.	laziness, perhaps
63.	Not the best way to educate introductory students to the disciplines of physics and/or astronomy.
64.	I have had them make films and do extensive information literacy projects instead.
65.	nr
66.	n/a
67.	N/A
68.	this question doesn't apply, given my response to #7
69.	Time is the primary issue -- both that needed for planning such activities, as well as the length of the semester.
70.	I have GIS projects that would be useful for teaching, but no way to put them up on the web in an interactive environment.
71.	1) Don't see what a student could create for early modern European art; 2) I have more educational things for them to do with their research papers and other writing assignments
72.	I try to teach critical thinking; I'd rather they spend their time practicing thinking than learning new forms for the presentation of information.
73.	I have done so occasionally
74.	I have done so
75.	Since I answered the previous question affirmatively, why must I answer this one as well?
76.	afd

9. If you have asked your undergraduate students to create those kinds of products, was this successful? Please describe.

1.	Many of these projects become part of my database in European Intellectual History.
2.	very limited success
3.	Yes it was, though I'm having a little difficulty moving the projects on line -- due to both my own overpacked schedule and our ITS people also being distracted with other worthy projects.
4.	yes, informaiton is available to everyone. Problem is they get out of date.
5.	I have tried to have students collect bibliographies on specific subjects.
6.	they have created original printed books
7.	Generally
8.	For the class and for the student - yes!
9.	Students created historic digitzed maps of Bridgeport and Fairfield, Connecticut based on historic USGS maps
10.	Yes, it kept the numbers in the activity current.
11.	n/a
12.	The students seem to be comfortable with using the internet.
13.	N/A --However, at least 20% of students in my courses seem to experience difficulties in performing simpler tasks, such as participate in online discussions or post documents on the web.
14.	Websites describing their research. I believe it helps the student organize and focus, but I don't know how many hits the web pages receive.
15.	Sort of. Sometimes use last year's projects to get students started this year.
16.	Yes, economic analysis of housing and manufacturing markets in Bridgeport - delivered to Jesuit Network
17.	I have not done this for a long while--it would probably be more successful now with more resources available electronically.
18.	Yes, students have produced three "published" (FU printing) books on university spirituality. They are avaliable in my office, on reserve in the library when I teach the course and at the Ignatian Residential College
19.	Students create PowerPoint projects that could well be put online and help other students in studying human biology. It has been extremely successful.
20.	Yes, very much so. Each year we enter approx. 30 electronic posters to a Psychology organization I belong to for a competition between other commnunity college students. The student have to do the lit. review and write-up and the poster allows them to be creative.
21.	My students have given presentations at student conferences, and this has been very successful. I'd like to push them to do similar things, like create webpages, podcasts, and oral histories, but resources/infrastructure for this sort of activity in my department are limited. It's a challenge when one has a substantial teaching load to get as creative as one might like.
22.	yes, my oral history project is quite successful.
23.	Very successful for some. Great deal of pride in finished product.
24.	It was time intensive on my part, but useful, I think. I have had both first-year students create Webpages and brochures and upper classmen.
25.	Yes, my students love to create web pages featuring their original works.
26.	posters and presentations and papers regarding research. Eg. Sigma Xi poster session at school - regional psychology associations
27.	yes
28.	Yes--students are asked to create weblogs.
29.	Mixed success. Student motivation and ability vary greatly and effect the quality and usefulness of the final product for other undergraduate students.
30.	The success of the assignments varied depending on the student's time commitment. About 50% of the students completed the assignment correctly.
31.	the 'field guide' project in ART 310 the final project is typically a booklet, although a webiste could be considered.
32.	Some students create wonderful products that would certainly be valuable to future students.
33.	Nursing students utilize websites on a regular basis.
34.	sometimes.
35.	nnn
36.	No, because they have to narrative e-texts and are often not familiar with the most pertinent sites. They often have trouble getting material from interlibrary loan that they might need.
37.	Work was shared with other students, faculty and other audience through performance pieces that incorporated student research and writing. Creative expression of knowledge and experience seemed to impact other students.
38.	N/A
39.	never asked them to do this
40.	Since I never asked them to create those kinds of products, I cannot answer this question.
41.	n/a
42.	Students in my History and Systems in Psych class must research the history of psychology departments, mental institutions, in this and neighboring states.
43.	N/A
44.	Yes, it was successful. The students described the immigration histories of their families.
45.	I have not asked my undergraduates yet -- I am currently building such an assignment for a class I'm teaching this semester
46.	Did not ask to create.
47.	Very successful Evidence of success: the town in which the university is located archives our oral history projects
48.	N/A
49.	No
50.	While a graduate student teaching assistant, I developed a website for English teachers, onto which my students at the time (pre-service English teachers) uploaded their unit and lesson plans for others to use.
51.	Yes, They enjoyed the group work and liked contributing to a database that would be used by other students.
52.	N/A
53.	Very successful. Having a "product" to create makes the process of learning about the Internet more "relevant" to the students.
54.	yes
55.	projects not related to special collections use.
56.	NA
57.	N/A
58.	Sometimes students have created projects conecting math to majors or major field of interest. It has involved a group abstract, report, class presentation. Quality of outcomes vary. Some have elected to add a special project component such as writing and performing a play based on chaos theory, a dance or jazz piece based on Fibonacci numbers, short stories similar to the style of Lightman (Einstein's Dreams) etc. Projects have been well received by other students.
59.	For individual study projects it has worked well, I have not tried it for larger classes.
60.	I haven't.
61.	N/A
62.	students create databases every time they collect data.
63.	na
64.	...
65.	Yes and no... my students have created some great projects, but I do not have the software to post them on the web.
66.	I have not asked students to create them. This question should not have an asterisk.
67.	x.
68.	artifact-based projects using the archaeology laboratory
69.	Very successful. A student created a website that commemorated archives related to a Air Force Officer who was a P.O.W. in Germany during W.W.II. It led to an event in honor of the establishment of the special collection and the website.
70.	never did
71.	N/A
72.	PowerPoint and other sorts of presentations on CD
73.	Yes, they usually do quite good work. They have created slideshows and other presentations.
74.	afds

10. For your undergraduate classes and assignments, have you used special collections at other colleges and universities in the area?

1.	I've used libraries at Harvard University
2.	Yale University's Asia, and Japanese, related resources, for senior thesis and essays only.
3.	In both courses and research tutorials (theses and essays), I have had students use materials at Yale, Trinity College, the Hartford Seminary, Harvard, Cornell, and others that I cannot recall just now.
4.	We have visited the library at the Mashantucket Pequot Museum and Research Cneter, which was excellent
5.	Only for advanced students writing senior honors essays. In such cases, this has been v. successful.
6.	When I can, I go or send students to Beinecke Library, the best repository of Ren. mss. and books not only in the area.
7.	Undergraduate classes have used the collections of the Stowe Center in Hartford. Senior thesis students have used university and historical society collections around the state and beyond.
8.	Yale, 19th C newspapers and magazines
9.	At Haverford, where I was previously, we had an early edition of Newton's Principia that we studied in an intro physics course (Maybe Philadelphia is not in the area though)
10.	we have made occassional visits to Yale and British Center though generally the collections at wesleyan which we use VERY actively are much much "friendlier"
11.	NYU and soon, Yale
12.	If journal collections are considered special collections
13.	occasionally students will access special collections to complete senior thesis projects in particular.
14.	usually interlibraRY LOAN. A BIT ONE THE LATE SIDE
15.	legal databasis
16.	Yale music library
17.	Wesleyan has been most accomodating to my research needs
18.	The Beineke. Available are a variety of texts that are often not anthologized that I would like my students to know and make sense of. But this is difficult because I do not readily or regularly have access to this material.
19.	n/a
20.	They are responsible for visiting special collections and archives.
21.	Never.
22.	My undergraduates went to the Western Americana Collection at Yale's Beinceke Library. It worked out very well.
23.	At Yale's Center for British art, my experience was fine. Unfortunately because the volumes were oversized, I was not allowed to photograph them. This proved to be a limitation that prevented full use of the materials.
24.	Mystic seaport (as above).
25.	I currently have a student who is doing an independent Study using the Fortunoff Oral History Archives of the Holocaust at Yale
26.	afda

12. Do you have any other comments?

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