Hunting for the Right Archives

An inventory list from one of my archival collections. Photo Credit: Alan Chen.

In my last blog post, I wrote about the preparation that goes into preparing to write a senior thesis, especially in Columbia’s history department. Since then, I’ve received a few questions on archives: how to locate them; how to plan an itinerary around them; and how a day spent at the archives might look. In the third installment of my de facto series on archives and Columbia’s archival research fellowships, I aim to answer a few of these questions in a Q&A format. As the prospect of writing a senior thesis looms on the horizon for many third-years, I hope this helps clarify a few things—both for those applying to research fellowships and, more broadly, for those generally interested in archival research.

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A Beginner’s Guide to Sharing Your Research (Part 1: Journals and Publications)

My article published in the 2024 issue of see/saw, the History of Art Journal at U.C. Berkeley.
Photo credit: Madeleine Cesaretti

Have you been working on a research project for a few semesters—or even years—and finding yourself ready and willing to share your work? Are you looking to develop your ideas further and to get connected with others in your field? If these questions resonate with you, you might find it a good time to start investigating ways of sharing your work as an undergraduate researcher. Read on to learn more about avenues of doing so, such as undergraduate research journals, conferences, and more. Each of these paths can be meaningful ways not only to strengthen your writing and presentation skills but also to connect with others and engage with the broader academic community. Today I will primarily focus on journals and publications.

This past spring I published my first academic article in the inaugural issue of see/saw, the History of Art Journal at U.C. Berkeley. My article “Environmental Relationality & Representation: The Ecological Imagination of Giovanni Bellini’s ‘St. Francis in the Desert’” grew from a term paper I had worked on for an earlier class, “Medieval Science, Craft, & Art” with Professor Gregory Bryda. After revising my paper and being accepted into the journal, I worked with the group’s editorial team to further hone my piece for publication. Publishing in this journal allowed me to connect with students across the country at U.C. Berkeley during the peer-review process and at their publication symposium. I have been able to expand on my ideas in the time since by now having work that can be shared with established professionals in related fields. It is exciting to find one’s writing circulating with a broader audience and possibly sparking their interest in turn. (My article is linked here if those reading might be interested as well.)

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In Book and Song: Finding Meaning in a New Medium

Björk performing with The Sugarcubes Photo Credit: Wikimedia Commons

As part of my Music Humanities course in the Fall, I was asked to write about an object of musical significance. The idea of the assignment is to allow students to summon what they have learned in the class to analyze something of their own choice. Now, I must mention that I am not musical at all. I play zero instruments and know next to nothing about music theory. On top of that, I am surrounded by musically talented people in my East Campus suite and in my friend groups. This has amounted to perhaps the most serious case of impostor syndrome I’ve felt in college… Needless to say, I had a hard time figuring out a musical object to analyze.

I decided to do some research about musical artists I knew I liked. I relistened to some of my favorite albums and tried to find anything unique about them that distinguished them as objects of singular musical significance. It wasn’t quite enough. I started to search on YouTube for my favorite singers, covers of my favorite songs, footage of performances I hadn’t seen—anything that yielded a possible thesis.

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Between Classroom and Core Studio: Professor Jennifer Rhodes on Education and the Arts

Sculpting with clay and painting with natural pigments at the Core Studio.
Photo Credit: Madeleine Cesaretti

On a warm Friday afternoon in September, I wandered into my first ever session of the Core Studio, an initiative spearheaded by Professor Jennifer Rhodes. Upon entry, Rhodes introduced the focus of the workshop: Clay vessels inspired by Enheduanna, the focus of the first week of Literature Humanities. Rhodes showed students the different activities available, including making air-dry clay objects and painting with natural pigments, and then left the space open for individual and group experimentation and material exploration. In November, I sat down with Professor Rhodes to talk about her work founding the project and her experience as a Literature Humanities instructor these past years. We spoke about her inspiration for the initiative, its mission and current structure, and future directions for the Core Studio.

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Researching in Small Archives: Sample Emails

Another Doodle. Newburyport Public Library, City Hall Documents, box 68, folder 3, 1815 [Newburyport Tax Assessors’ Directory], 17r.

In my previous blog post, I wrote about researching in small archives. This week I am sharing tips for making contact with small archives. While the art of the cold e-mail may differ somewhat depending on who you write, think of the below checklist as a general resource when it comes to drafting cold-emails to organizations:
Checklist for when I write cold-emails to organizations.
—Salutations
—Introduction: name; position; school; & brief project description
—Why I’m here: what led me here; what I’m looking for
—Timetable: when I would like a response by; when I am able to visit
—Open the conversation: “Please let me know if you have any questions!”; ways to contact me; introduce anyone I’ve CC’d
—Thanks!!
—Follow up: don’t be afraid to follow up with your emails! Sometimes they just get lost in busy people’s inboxes.

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Preparing to Prepare to Write a Senior Thesis in History

Not an extraordinary photo, but a meaningful one—taken on my first day at the Bibliothèque nationale de France – François Mitterrand. With the support of the history department’s fellowships (as described below), I was able to spend the first half of my summer conducting thesis research in Paris. Photo Credit: Alan Chen.

Officially, the preparation for writing a thesis in the history department begins in the spring prior to the yearlong process of writing a thesis. Every March or so, the department will reach out to declared history majors and call for senior thesis seminar applications, asking for a student’s academic record in the department; a brief explanation of one’s proposed topic; previous research done on one’s topic; a few primary and secondary sources of interest; and potential second readers.

As clear as the application was, there were still several things that I wish I had known before diving into the thesis preparation process. So, with the spring semester right around the corner, I want to use this blog post to break down the preparation that goes into the preparation for writing a thesis.

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In Defense of Dante

Paolo and Francesca, Anselm Feuerbach.
Photo Credit: Schack-Galerie

Students of Literature Humanities will encounter a speech in the fifth canto of Dante’s Inferno. The speaker is a woman named Francesca. She is telling Dante about how she fell in love with the man next to her, resulting in an adulterous affair and eternal damnation for them both in the circle of lust.

Her speech contains some of the most famous verses in all of the Divine Comedy:

“Amor, ch’al cor gentil ratto s’apprende,
prese costui de la bella persona
che mi fu tolta; e ‘l modo ancor m’offende.

Amor, ch’a nullo amato amar perdona,
mi prese del costui piacer sì forte,
che, come vedi, ancor non m’abbandona.

Amor condusse noi ad una morte.
Caina attende chi a vita ci spense.”

“Love, which quickly seizes the gentle heart,
took hold of him with the fair body
taken from me, for which I still grieve.

Love, which pardons no beloved from loving,
took hold of me so strongly,
that, as you see, it still has not left me.

Love led us both to a single death.
Deeper hell awaits the one who took our life.”

There’s a lot to unpack in these eight verses, but one element stands out: love. As the subject and starting point of three stanzas, “Amor” is the most important framing element in Francesca’s speech. It’s the primary referent in her explanation for her sin: she was taken control of by forces she was not able to resist.

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FLI @ Columbia: Navigating “Underrepresentation” in the Academy 

Book Culture, where you can easily spend hundreds on required reading for class. Photo Credit: Book Culture LinkedIn

At Columbia, it quickly becomes clear that “underrepresented” doesn’t always mean “poor.” While addressing the issue of “underrepresentation” is often framed as a moral imperative for diversity programs aimed at recruiting the next generation of scholars of color, those who use the term frequently overlook the specific challenges faced by first-generation and/or low-income (FLI) students. Moreover, the reasons behind these “underrepresentations” are often left unexamined without further inquiry or attention to class. Even the term “FLI” can be a misnomer: at Columbia, students can be first-generation, but some are certainly not low-income. 

As a senior at Columbia, I have witnessed firsthand how these terms mislead students and faculty alike. Some students and faculty, while sensitive to the challenges faced by underrepresented students of color, fail to take meaningful action to address the complex needs of their underrepresented FLI students. From experience, a one-size-fits-all approach to helping the underrepresented does not work: the needs of one individual student are different from another, even if they share the same identity or experience. 

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Researching in Small Archives: Tips and Advice

A Doodle. Newburyport Public Library, City Hall Documents, box 68, folder 2, 1814 [Newburyport Tax Assessors’ Directory], 6v. Photo Credit: Janus Yuen

Today I’m here to talk about my experiences with small archives, which have been not only invaluable to my research but also some of my fondest research memories. I will first introduce these archives, explain some aspects of how they come about, and how to access them. Then, I’ll discuss some of the boons of working in these places, as well as basic etiquette. (In a forthcoming blog, I will provide a checklist I use for cold-emailing these organizations, as well as a collection of my own attempts, not all of which have been successful.)

Archives are a nebulous concept to be sure, but in my own usage, I tend to mean an institution that holds collections of rare books, manuscripts, and other unpublished material. To access said material, one usually has to make a journey to the place, appointment in hand, inspect the unique material, and then continue on with one’s research life. Many know of the big archives, like the manuscript division of the New York Public Library, the Historical Society of Pennsylvania, the Rockefeller Archive Center, the Beinecke at Yale, or our very own Rare Book and Manuscript Library, on the 6th floor of Butler. These institutions have collections measured in the thousands of feet of material (i.e. if you stacked their papers in a single stack, it’d be thousands of feet high), are hubs of academic research, and have, in the 21st century, developed robust online resources, such as appointment systems, online finding aids, etc., which smooth out the process of finding out what materials are available, scheduling a time to visit, and getting the job done. Continue reading

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FLI @ Columbia: Losing Your Mind In Seminar? Some Tips & Tricks

Fayerweather Hall, circa 1900-1906. Photo Credit: The Library of Congress.

As the sixth week of the fall semester wraps up, I return to a feeling of frustration with my History seminars I know all too well. Despite enrolling in at least one History seminar every semester since my sophomore spring, I still find the experience disheartening and, frankly, infuriating. I’m a senior at Columbia College majoring in History who hopes to enter a Ph.D. program in the discipline after graduating, and who ultimately aspires to become a professor one day. Seminars should be my bread and butter: a fundamental aspect of the major that I’m more than competent in. What gives? 

After spending some time reflecting, and joining my professors for several of their office hours, I’ve come to a better understanding about my performance in History seminars. 

These History seminars are just that: a performance. 

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