University Archives and Educational Partnerships: Three Perspectives

Abstract

This article examines the benefits and logistical challenges involved in designing and conducting an undergraduate history course with both a significant archival research focus and a substantial technology component. A history professor, two graduate assistants, and an undergraduate student reflect on their participation in the "New York University: Creating a Digital History" course that was offered in the spring 2007 semester. They offer practical suggestions on ways to structure an effective digital history course. The authors conclude that successful courses require, among other things, carefully crafted syllabi structured around multiple assignments and deadlines; clear lines of communication between students, staff, and the instructor; and more sophisticated and targeted teaching by archival personnel. The authors also question whether such courses can provide students with an accurate picture of the archival research process.

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