Michael Ryan and Daniel Traister
No. 16: Teaching the History of Books and Printing
14-18 July 1997


1. How useful were the pre-course readings?

1: Very ­ perhaps a little too extensive, however, and thus somewhat daunting. 2: Extensive, useful, often the spur for lively class discussion. I had (practically) the time to read or re-read perhaps a third of the readings. 3: I had already read almost everything on the list. Anyone teaching History of the Book should have, and a familiarity with these books and issues was necessary for the course. 4: Just OK. 5: I did not read most. 6: Very useful. 7: I would prefer more active use of some readings in class, precisely because they are important and valuable. 9: It was good for me to re-read some of them. I wish I had received the list earlier so that I could have read more of the suggested readings.



2. Were the course syllabus and other materials distributed in class useful (or will they be so in the future, after you return home)?

1: The materials my classmates shared will be invaluable. 2: Yes ­ contributions of syllabi and teaching material from classmates were instructive and proof of their collegial generosity. 3: Yes, but as this was a new course, we deviated to some degree from the syllabus ­ which was fine. Handouts from others (course syllabi, etc.) were very useful. 4: Yes. 5: Useful this week as a guide, but otherwise not useful. 6: Very useful. 7: Yes; yes. 8: Materials distributed in class will make interesting reading when I return home. 9: The syllabus provided a general guideline because this course turned out to be, in fact, a seminar. This was a week long discussion and interchange of ideas and suggestions, guided by our instructors.


3. Was the intellectual level of the course readings appropriate?

1: Very ­ perhaps a little too extensive, however, and thus somewhat daunting. 2: Yes +. 3: Absolutely ­ top notch.5: Very 6: Definitely. 7: Yes. 8: Very high. 9: It was.


4. If your course had field trips, were they effective?

1: Yes, indeed. 2: Yes ­ the session in BAP was extremely helpful as a presentation of its history of TB's inventive teaching practices. David Seaman ­ very good ­ both thoughtful and practical. 3: Yes, particularly TB's tour of the BAP. What he has done is a revelation. 4: Very. 5: Exceedingly so. 6: Yes. 7: Yes, though some of the electronic resources demonstrated were old hat to some of the class. 8: Yes.


5. Did the actual course content correspond to its RBS brochure description and Expanded Course Description (ECD)? Did the course in general meet your expectations?

1: Yes. 2: Yes ­ and beyond. 3: Yes, and even more so, as several of us are now committed to writing a textbook for History of the Book. 4-5: Yes. 6: Yes, and yes. 7: Yes. 8: I don't think I had specific expectations, but rather felt it time to come here for a week and it sounded like the most interesting course. 9: I did not expect to participate in the discussion as much as all of us did. I was pleasantly rewarded, however, because I have developed many ideas to take home with me.


6. What did you like best about the course?

1: My sympathetic and considerate and patient classmates. 2: Classmates and instructors. Varied input from disparate fields and specialties represented ­ humor, fresh insights and the substantial reflection of many knowledgeable classmates. 3: The high level, free-flowing discussion of important issues. 4: Actual materials, syllabi, and examples of how others taught History of the Book and Printing. 5: The intellectual interaction and exchange. 6: The instructors ­ a delightful combination of Boswell & Johnson and Laurel & Hardy. 7: Instructors' and fellow students' expertise and experience (and willingness to share them). 8: It was an exciting think tank in which this amateur book collector was surrounded by a diversified group of professionals. 9: The interaction with classmates.


7. How could the course have been improved?

1: Less regimentation in structure of class time. Perhaps a little more structure in terms of topics (i.e., keeping on task in our discussions). A little more time on the nitty gritty of book teaching exercises might have been helpful. 2: We discussed, at week's end, the possibilities from a more focused discussion of certain readings, the possibility for a case study approach, and the possibility of incorporating time for personal (but course-relevant) research. 3: It's superb as it is, but if the course is set up more for new instructors next time, there might be more emphasis on practical things one can do in teaching ­ i.e., actual packets, etc. 6: There should have been more focused discussion and analysis of specific readings on the syllabus. 7: Assignments that require use of local resources (and the time to consult them). 9: 1) Use reading assignments in pedagogical ways. 2) Give assignments and allow time to accomplish them. 3) Earlier registration and therefore earlier distribution of reading lists. 4) Demonstration of teaching techniques.


8. Please comment on the quality/enjoyability of the various RBS activities in which you took part outside of class, eg Sunday afternoon tour, Sunday night dinner and videos, evening lectures, Bookseller Night, tour of the Alderman digital/electronic centers, printing demonstrations, &c.

1: I wish there could be more tables and counters available for all the meals and all the breaks. I was constantly afraid that I would spill something. 2: Okay ­ especially enjoyed the visually enhanced PS lecture. 3: All were excellent. 4: Generally good. 5: Excellent. 6: Quite enjoyable all around ­ nice break. 8: I thoroughly enjoyed the company and fellowship of the instructors and students. 9: 1) Lectures ­ good, useful, and enjoyable. 2) Tours of digital and electronic centers ­ very enlightening.


9. Any final thoughts? Did you get your money's worth?

1: Less pressure to attend the evening lectures. We can judge for ourselves whether or not they're going to be worthwhile. 2: Highly recommended. I will/would attend again. 3: It's a great course, and worth every cent. 4-5: Yes. 6: Very satisfied. 8: Too much of my nourishment was ingested at the BAP because I was not fully aware of the resources of Newcomb. I definitely got my money's worth. 9: This was the first time MR and DT have taught this course. They lectured a lot. They will teach it somewhat differently next time. There really should be a next time.


Number of respondents: 9



PERCENTAGES


Leave Tuition Housing Travel
Institution gave me leave Institution paid tuition Institution paid housing Institution paid travel
56% 67% 67% 67%
I took vacation time I paid tuition myself I paid for my own housing I paid my own travel
0% 11% 33% 33%
N/A: self-employed, retired, or had summers off N/A: self-employed, retired, or exchange N/A: stayed with friends or lived at home N/A: lived nearby
44% 22% 0% 0%


There were nine students; two were rare book librarians (22%), two were rare book/archivist/manuscript librarians (22%), one each was a book collector, a general librarian with some rare book duties, a retiree, a full-time student, and a teacher/professor (11% each).