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When faculty collaborate with archives professionals at their universities, they can together create oral history courses that engage students in both the meaning-making and archive-making dimensions of the practice. In this article, we summarize various archives-engaged approaches to teaching oral history and explore how these approaches benefit both students and university archives. As an illustrative example, we describe a course that we collaboratively designed and taught twice in 2020–21, in which students built a new collection of oral histories for the archives at DePaul University in Chicago. Drawing from this experience, we share recommendations about how to focus, structure, and coordinate courses that feature substantive collaboration with university archives. We also conclude that students in courses such as ours produce collections of interviews that may best be understood by archivists and researchers as "learners' collections," which, while valuable, raise questions about appropriate standards for preservation and access.
Dush et al. (Tue,) studied this question.
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