The Undergraduate Feedback Loop: Summarizing, Analyzing, and Acting On Qualitative Student Feedback in Special Collections and Archives Education Programs

Abstract

This article discusses opportunities for archivists to learn pedagogy skills and the current state of education and instruction programs in special collections libraries and archives. It finds a lack of broad access to pedagogical training in archival graduate programs and continuing education. An alternative approach at the University of Kentucky Special Collections Research Center is presented, including the strategy and impact of soliciting and acting on qualitative student feedback. University of Kentucky’s archival assessment program provides a model for analyzing, summarizing, and acting on qualitative undergraduate student feedback to improve the pedagogy of archivists tasked with instruction.