everyone take out something to write on. you will take notes. curating a high-impact document room:...
TRANSCRIPT
“Everyone take out something to write on. You will take notes.”
Curating a High-Impact Document Room:
Ten Things We’re Glad We Did
Jacqueline Andrews, Linda Greenow, Stephan J. Macaluso
State University of New York at New Paltz
Before we Begin…
• What % of your documents do you believe are currently in print? Digital?
• List two or three items that are routinely collected by campus departments or by your Provost’s office.
• What comes into your mind when we say “student work?” Who at your institution collects samples of student work?
#1: We recognized the need for documentation right from the self-study design phase
#2: We had the right people on our document room team
People who were…• Empowered to
solicit documents• Good at collecting
and organizing documents
• Good at curating spaces: vision!
Action Plan Question:
Name at least three (3) people from your campus that should be involved in the document
room.
Whom would you invite, and why?
# 3: We decided what to keep in print, and what to keep in digital format
#4: We decided there would be a digital collection, and a curated exhibit space
Action Plan Question:
What is your model of a ‘document room’?
What objects represent your campus?
#5: We thought outside the 8 ½ x 11” frame
Action Plan Question:Which technologies/ online spaces are you using
to store campus documents (Assessment? Planning? Student work?)
Do you have an assessment management system?
#6: We formed close bonds with the accommodations team, the tech team, and MS leadership
Action Plan Question:
If you think that you’ll have a physical document room, where might that space
be?
Which features might you want it to have?
#7: We knew (well, pretty much) who had which documents
Inventory of Documents for Self-Study Design, mapped to the Standards
Student Evaluation of Instruction Summary Reports, Standards 10
& 11
Institutional Factbook, Standards 1, 7, 8, 14
IPEDS Data, Standards 1, 7, 8 14
Action Plan Question:
Name three (3) people at your institution who can point out where
key documents are located.
#8: Organization and Description
• Dates (no more after…)•Campus slang (lexicon?)•Affirm which standard•Tag the item•Use folders: online and physical•You can describe too much!
•Physical items must be in one, and only one, place, even if they apply to more than one standard. No duplicates!
#9: We had a timeline. We recommend a 24-month timeline to facilitate document collection
Reports are due
Committees Develop Reports
Submit Self-Study Design in Fall Self-Study
Report is Drafted in Summer
Committees Begin Working
Circulate Self-Study Report in Fall
Team Chair Visits in Fall
Self-Study Submitted to MSCHE in January
Team Visit in Spring
Commission action on
accreditation in June
ACADEMIC YEAR 1 ACADEMIC YEAR 2 ACADEMIC YEAR 3
Collection of Data and Documents Begins in Year 1
Prepare Inventory of Documents for Self-Study Design
TIMELINE: Collection of Data and Documents Begins Very Early!
#10: Keep an Open Mind OR...“This will be messy”
Thanks for listening!
• We hope we’ve helped you on your way to a successful document room/catalog and a very successful reaccreditation visit.
• If we can help, give us a jingle:[email protected]@[email protected]