Recently in processing Category

Project Completion


The project processed the records and papers of forty-seven unique collections amassed from a 120 accessions to the archives over several decades. The collections consist of both departmental and college records and the personal papers and research of university administrators and faculty. A complete listing of the collections follows below.

The completed finding aids for the collections are available for searching online through the University of Minnesota Archives.

Departmental and College Records
4-H Records, (Collection #17)
Agricultural Extension Service Records, (Collection #935)
Cedar Creek Natural History Area Records, (Collection #238)
Cereal Rust Laboratory Records, (Collection #37)
Cloquet Forestry Center Records, (Collection #341)
College of Agriculture Records, (Collection #922)
College of Forestry Records, (Collection #942)
College of Home Economics Records, (Collection #182)
Department of Agricultural and Applied Economics Records, (Collection #32)
Department of Agricultural Biochemistry Records, (Collection #583)
Department of Agricultural Education Records, (Collection #31)
Department of Agricultural Engineering Records, (Collection #339)
Department of Agricultural Short Courses Records, (Collection #1064)
Department of Agronomy and Plant Genetics Records, (Collection #36)
Department of Animal Husbandry Records, (Collection #471)
Department of Dairy Husbandry Records, (Collection #340)
Department of Ecology and Behavioral Biology Records, (Collection #460)
Department of Entomology and Economic Zoology Records, (Collection #938)
Department of Family Social Science Records, (Collection #1192)
Department of Food Science and Nutrition Records, (Collection #16)
Department of Forest Products Records, (Collection #944)
Department of Horticultural Science Records, (Collection #30)
Department of Information and Agricultural Journalism Publications, (Collection #141)
Department of Soils Records, (Collection #173)
Department of Zoology Records, (Collection #910)
Farm and Home Week Records, (Collection #499)
Itasca Biological Station and Laboratory Records, (Collection #585)
Minnesota Agricultural Experiment Station Records, (Collection #932)
North Central Experiment Station Records, (Collection #125)
Northeast Experiment Station Records, (Collection #1195)
Northwest Experiment Station and School Records, (Collection #1194)
Office of International Agricultural Programs Records, (Collection #929)
School of Agriculture Records, (Collection #343)
Southern Experiment Station Records, (Collection #133)
West Central School of Agriculture and Experiment Station Records, (Collection #580)

Faculty and Administrators Personal Papers
Clyde H. Bailey Papers, (Collection #361)
Sherwood O. Berg Papers, (Collection #42)
Andrew Boss Papers, (Collection #686)
Charles R. Burnham Papers, (Collection #1030)
Walter Castella Coffey Papers, (Collection #699)
Laddie Joe Elling Papers, (Collection #1191)
Theodore August Erickson Papers, (Collection #712)
Edward M. Freeman Papers, (Collection #372)
Alexander Granovsky Papers, (Collection #59)
Albert J. Linck Papers, (Collection #90)
Harold Macy Papers, (Collection #273)
G. Edward Schuh Papers, (Collection #1189)

The Taming of the Schuh...


The G.E. Schuh papers started out as five separate accessions University Archives accumulated between 2000 and 2009. The five accessions combined totaled 171 cubic feet, a large amount of material by project standards. Three of the accessions had box lists at various levels of comprehensiveness, from folder level details to broad - two or three word-- subject descriptions. One of the larger accessions--47 record cartons--had no box list at all. Each of the accessions contained one or more processing "opportunities": duplicate copies of talks and presentations, out of scope materials, unfoldered and undated materials, mildewed papers. In addition, several accessions contained duplicates of the same talks and presentations. Dr. Schuh was a popular speaker who regularly repurposed talks over time for new audiences. All of the accretions were going to be merged into a single collection, and we are processing all of our collections minimally. This meant reducing surveying time as well as processing time. Chances for having big pockets of duplicate materials lodged in the final merged collection loomed large.

At the same time that we were sizing up the accession contents, we had other situations to address. Processing began on the heels of hiring our student workers. None had processing experience before working on Harvesting Minnesota. We had limited time to train them on processing procedures before assigning them to work on the different Schuh accessions. We had to put them directly to work. The project supervisors, while not new to processing, were new to minimal processing, so trying to determine what to retain for the final merged collection and what to recycle required surveying time that we didn't have.

To buy a bit of time, we put students into different accessions and had them weed out- of-scope materials. Dr. Schuh was an exceptional saver of reports and print materials from the large numbers of organizations and associations he participated in. We had students weed these from each collection first. This gave us the chance to focus on helping students identify out of scope material, until they could distinguish what was Schuh's and what was of interest to him but that he did not create. What that meant was that we actually ended up going through each accession twice: once to remove what was out of scope, and a second time to remove duplicates within and among accessions and to folder, date and enhance folder titles. An added challenge was that we had different students working on different sections of five collections every shift. Keeping track of what had been done by each student entailed using post-it notes on record cartons with check boxes for stages of physical processing and box-listing, and space for student's initials and dates.

The two project supervisors stayed ahead--mostly--of the students by surveying for duplicates across the five accessions. For box- listed accessions, we looked at the lists to get an idea of where runs of the shape-shifting talks and presentations were located and pulled duplicate runs to the best of our ability.

After physically processing the accessions for five weeks (50.5 student hours per week and 13.5 staff hours surveying and processing for a total 342.5 hours ) we had each accession processed and box listed. We merged all of the box lists and assigned series essentially based on date. Specific date ranges represented Schuh's long-term affiliations with Purdue University, the University of Minnesota's Applied Economics Department and Humphrey Institute, and the World Bank. Once the box list folder titles could be compared, we had a fighting chance of identifying duplicates and removing them. Onel notable downside to this work arrangement is that we had to change box lists after removing duplicates, essentially undoing some of what we had spent time doing. We can't account for how much time we ate up this way, but without more intensive surveying time at the front end of processing, there was no other way to tackle identifying and weeding duplicates.

Efficiencies learned on the Schuh papers we have put to good use. We now have detailed checklists for all current accessions. We can consult these to ask follow-up questions about who processed what and get information about the range of time it took to get through a collection. Best of all, we were able, through intensive weeding to reduce the overall collection size from 171 cubic feet to 52 cubic feet.
It was a challenging way to cut our processing teeth. We had to invent record-keeping methods as we needed them and coach ourselves on how to be true to bedrock minimal processing standards while shaping an unwieldy group of accessions into a collection. The end--in this case a considerable reduction in collection size -- justified the means.
And we got some good one-liners out of the experience. Consider "On with the Schuh", "If the Schuh fits, put it on the shelf" and references to "Schuh boxes", "Schuh sizes" and "Schuh-ins."

We have larger and possibly more complicated collections lying ahead for processing. We'll attempt to improve on our experiences with the Schuh papers: for now we are pleased to put collection 1189 on the shelf.

Collection Size and Managing Student Work


It's proven to be tricky corralling everyone and getting projects to keep everyone busy while trying to maintain our forward momentum. When Susan and I began in the late summer, the students slowly trickled in. This gave us time to try to feel out our surroundings and get a system going. Each student was given a small collection to start processing. This repeated for a round or two while the G. Edward Schuh Papers were surveyed. This collection spanned 5 accessions and 176 cubic feet of material.
We fazed all of our manpower into weeding, processing, and box listing this single collection. The weeks of Schuh blur together now, however, eventually we found that tiny light at the end of the tunnel.

It was about at this point that we realized since we had everyone working on this one collection, we did not have quite as many collections surveyed and ready for the students as would have made us comfortable. So again we dished out a few smaller collections, essentially buying us time to get our sealegs back. Susan and I trained one of our particularly detail oriented students in the art of surveying collections, which has proven to tremendously help even out the work flow. After the Christmas break we
will be training one or two additional students on surveying in order to continue to open up our options when it comes time to begin a new collection.desks.JPGshelving.JPG

Another piece of the puzzle was the installation of our new shelving units. We have more than doubled the storage in our workspace, which will allow us to bring up the larger collections with less hassle. Here are a few pictures of what our space looks like with the new shelving and the rearranged desks.

We look toward December with the expectation of surveying and processing a few of the larger, more higher priority collections.

Processing the School of Agriculture Collection


One of the first collections we brought up to be processed was the School of Agriculture collection. When we brought it up it consisted of 16 collection numbers: 343, 344, 345, 346, 347, 610, 618, 624, 626, 629, 666, 799, 983, 988, 992, and 2010-0041, in addition to all the materials from the print collection. There was about 35.6 cubic feet of material, in total, prior to processing.

The School of Agriculture collection deals with the high school that was created by the University. It deals primarily with the school that existed in St. Paul, although later on different schools were erected in different cities throughout the state. The collection spans over 100 years, extending from the 1850's to the 1970's. The materials span a wide range of topics including: a list of colors of the graduating classes, handwritten ledgers of records from the school's various clubs, commencement programs, and yearbooks, to name a few.

I started off by surveying the collection, looking at all of the various collections and trying to understand what made up each individual collection. During this process I filled out the survey forms we'd created to explain the physical condition and types of materials found in each section. The next step was synthesizing all that information into a processing plan for bringing all of the collections together into one. It ended up that most of the individual collections contained one fairly specific type of material-and that was how we ended up defining series. I identified what would be 7 series the materials would be sorted into: History, Correspondence, Club Files, Miscellaneous, Student Projects, Publications, and Scrapbooks. From this point, one of our students took over and physically processed the materials, ordered the boxes, and listed the materials, by folder, in Excel. I took over from there and finished up the EAD formatting. As it stands now, this collection is currently waiting for the finishing touches before it becomes available online.

With all the physical processing done, the collection now consists of 29 cubic feet of material synthesized into one collection. The student and I together have spent about 35 and three-quarters hours from the initial surveying to the EAD formatting. Approximately 30 and a half of those hours were spent doing the physical processing, rearranging, and box listing.

class colors.JPG
class colors closeup.JPGcomencement 2 covers.JPGcomencement 2 .JPGgopher literary society closeup.JPGyearbook 56.JPGyearbook 56 inside.JPGyearbook 26 bike closeup.JPG

By the numbers


Here's how our project breaks down by the numbers:

1750 cubic feet of archives and manuscript material
54 archival collections
12 months
2 full time project staff members
5 students, each working around 10 hours per week
600 Paige boxes purchased
5,000 archival folders purchased
3 OXygen software licenses
$132, 976 project budget ($112,807 grant to the University; $20,168 in kind match)
and a partridge in a pear tree!

Recent Assets

  • shelving.JPG
  • desks.JPG
  • assignment board.jpg
  • desk.jpg
  • rows of boxes.jpg
  • computer and office.jpg
  • yearbook 26 bike closeup.JPG
  • yearbook 56 inside.JPG
  • yearbook 56.JPG
  • gopher literary society closeup.JPG