638 10 9760 https://caspercollege.cvlcollections.org/files/original/278513cdb95cd5b252d576272c5274c9.tif a2a607416519f5559f5e551db18cb0a5 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Print Magazine Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Conviction Rights Information about rights held in and over the resource <div class="element-text five columns omega"> <div class="element-text five columns omega"> <div class="element-text five columns omega"> <div class="element-text"><a href="http://rightsstatements.org/vocab/InC/1.0/">http://rightsstatements.org/vocab/InC/1.0/</a></div> </div> </div> </div> <div id="dublin-core-rights" class="element"> <div class="element-text five columns offset-by-two"> <div id="dublin-core-rights" class="element"> <div class="element-text five columns offset-by-two"> <div id="dublin-core-rights" class="element"> <div class="element-text five columns offset-by-two"> <div id="dublin-core-rights" class="element"> <div class="element-text"><em>Expression</em><span>&nbsp;</span>claims first North American rights to submissions selected for publication. All rights revert back to the author/artist after publication.</div> </div> </div> </div> </div> </div> </div> </div> Date Created Date of creation of the resource. 2024 Type The nature or genre of the resource Image Creator An entity primarily responsible for making the resource H Ruckle Is Part Of A related resource in which the described resource is physically or logically included. Expression Literary and Arts Magazine, CCA 04.ii.c.2022.01 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context CCA 04.ii.c.2022.01_Exp_2024_Art_85 Format The file format, physical medium, or dimensions of the resource TIF Publisher An entity responsible for making the resource available Casper College https://caspercollege.cvlcollections.org/files/original/022559738ea791892440d33a0ebee952.tif afdafd76e2c3a2b188096533293814f1 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Print Magazine Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Make Me Rights Information about rights held in and over the resource <div class="element-text"> <div class="element-text"> <div class="element-text"> <div class="element-text five columns omega"> <div class="element-text five columns omega"> <div class="element-text five columns omega"> <div class="element-text"><a href="http://rightsstatements.org/vocab/InC/1.0/">http://rightsstatements.org/vocab/InC/1.0/</a></div> </div> </div> </div> </div> </div> </div> <div id="dublin-core-rights" class="element"> <div class="element-text"> <div id="dublin-core-rights" class="element"> <div class="element-text"> <div id="dublin-core-rights" class="element"> <div class="element-text"> <div id="dublin-core-rights" class="element"> <div class="element-text five columns offset-by-two"> <div id="dublin-core-rights" class="element"> <div class="element-text five columns offset-by-two"> <div id="dublin-core-rights" class="element"> <div class="element-text five columns offset-by-two"> <div id="dublin-core-rights" class="element"> <div class="element-text"><em>Expression</em><span>&nbsp;</span>claims first North American rights to submissions selected for publication. All rights revert back to the author/artist after publication.</div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> Date Created Date of creation of the resource. 2023 Type The nature or genre of the resource Image Creator An entity primarily responsible for making the resource H Ruckle Is Part Of A related resource in which the described resource is physically or logically included. Expression Literary and Arts Magazine, CCA 04.ii.c.2022.01 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context CCA 04.ii.c.2022.01_Exp_2023_Art_101 Format The file format, physical medium, or dimensions of the resource TIF Publisher An entity responsible for making the resource available Casper College https://caspercollege.cvlcollections.org/files/original/edf08a294c593e9cb33f80d9be9067a8.tif 7866dc945c83c9763535655d8100ae69 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Print Magazine Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Reflections Rights Information about rights held in and over the resource <div class="element-text five columns omega"> <div class="element-text five columns omega"> <p><a href="http://rightsstatements.org/vocab/InC/1.0/">http://rightsstatements.org/vocab/InC/1.0/</a></p> </div> </div> <div id="dublin-core-rights" class="element"> <div class="element-text five columns offset-by-two"> <div id="dublin-core-rights" class="element"> <div class="element-text five columns offset-by-two"> <p><em>Expression</em><span>&nbsp;</span>claims first North American rights to submissions selected for publication. All rights revert back to the author/artist after publication.</p> </div> </div> </div> </div> Date Created Date of creation of the resource. 2025 Type The nature or genre of the resource Image Creator An entity primarily responsible for making the resource Hailey Parke Is Part Of A related resource in which the described resource is physically or logically included. Expression Literary and Arts Magazine, CCA 04.ii.c.2022.01 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context CCA_04.ii.c.2022.01_Exp_2025_Art_82 Format The file format, physical medium, or dimensions of the resource TIF Publisher An entity responsible for making the resource available Casper College https://caspercollege.cvlcollections.org/files/original/d9e416fd13763645fdd7317b1f9c8c06.jpg 86b03f9676db95d40a78b6d7af01d203 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Spring 2024 Juried Art Show Reception Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">http://rightsstatements.org/vocab/InC/1.0/</a> Date Created Date of creation of the resource. 2024 Description An account of the resource Photograph of Valerie Innella-Maiers' address during the spring 2024 juried student art show in the Casper College Visual Arts building. Type The nature or genre of the resource Image Creator An entity primarily responsible for making the resource Hanz Olson Identifier An unambiguous reference to the resource within a given context CCA 01.ii.c.2024.01_ArtShowReception_2024 Format The file format, physical medium, or dimensions of the resource JPG https://caspercollege.cvlcollections.org/files/original/2e724c5e4e18d76fe4335b0dcc0d460d.pdf 35dd5ca4d57cea9238521b35dbe86482 PDF Text Text 1 Casper College Goodstein Foundation Library Western History Center Fall 2025 Humanities Festival Traveling Exhibit Development Process Hanz Olson, Librarian and Archivist Overview and Credits: • • • • Location: Natrona County Public Library Proposed Date of Installation: Start install on September 17th and 18th Length of Exhibit after Install: September 27 through October 24 Client-partners: Casper College Humanities Festival and Natrona County Public Library Development Team • • • Curators: Hanz Olson (librarian and archivist) and Hannah Baldwin (CC Biology graduate and UW-C Biology archivist assistant) Project Manager: Hanz Olson Exhibit Developers: Hanz Olson and Hannah Baldwin o Exhibit Designers: Hanz Olson, Hannah Baldwin, and Eddie Siebert (Casper College English major and Arts and Humanities institutional repository assistant) Goals and Objectives: Launch a successful contribution to the 2025 Humanities Festival in the form of an engaging traveling exhibit that aligns and creates avenues for connecting with stakeholders and visitors. Interpretive Master Plan: • Stakeholders Casper College Humanities Festival Committee, the Goodstein Foundation Library and its Western History Center, the Natrona County Public Library, collection donors, and Casper and outside communities. �2 • Big Idea Provide a sampling or archival materials and ask thoughtful questions through the curatorial use of the Casper College Archives by showcasing efforts made at o Capturing Casper College o Archiving Faculty Interests and Pursuits o Connecting College Life and Wyoming Culture External Artifacts: o Question response forms Internal Stakeholders Model Casper College values through the work of developing the exhibit. o Integrity – Hard work, accountability, trust, open communication, and respect o People – Growth, support, personal development, and positive relationships o Diversity – Thought, culture, and experience o Forward Thinking – Intentional, innovative, and sustainable planning in the pursuit of excellence o Community – Partnership and service Internal Artifacts o Documentation of exhibit packages in Western History Center Materials Pulled for Request and Exhibits Log o Published Exhibit Development Process Document Smithsonian-based Anticipated Audience Preferences (IPOPs): The following IPOPs are applicable to the 2025 Humanities Festival traveling exhibit: • • • Ideas: “Visitors seeking conceptual and abstract thinking” o Archiving Faculty Interests and Pursuits People: “Visitors seeking emotional connections” o Archiving Faculty Interests and Pursuits o Capturing Casper College o Connecting College Life and Wyoming Culture Objects: “Visitors seeking visual language and aesthetics” o Archiving Faculty Interests and Pursuits �3 • o Capturing Casper College o Connecting College Life and Wyoming Culture Physical: “Visitors seeking multi-sensory experiences” o Connections to digital resources and learning experiences (in-person and/or remote digital) o Incorporation of selected leather, metal, technology, Thunderbird mascot, and wooden objects Interpretive Hierarchy: • • • • Title (label-poster with big ideas): Traveling Gallery Highlighting the Archiving of Casper College and Wyoming Culture Big Idea: Featuring a process of restoring what it means to archive an institution backward from a constantly revolving exhibit space at its doorstep. Key Messages: The archives of an institution start with but also incorporate broader communities. Interpretive Tools: o Objects o Thunderbird mascot trappings o Typewriter and gloves of Margert Demorest’s o Slide scanner o Old library cataloging equipment o Casper College mugs o Wyoming Mountaineers equipment o Images o Public Relations Department o Interactives o No audio or visual materials at this time but Digital and Institutional Repository QR codes and reflective question response forms will be included. Capturing Casper College ▪ Casper College Life ▪ Photographs of President Tilghman H. Aley ▪ Thunderbird Rodeo Archiving Faculty Interests and Pursuits • Norman Weiss Manuscripts • Margaret Demorest’s Annotated Shakespeare Sonnets �4 Connecting College Life and Wyoming Culture • College Life and Wyoming Culture digital page (more information on landing forthcoming) o Reflective question forms (see Assessment and Engagement below) o Text o Public Relations Department Publication(s) o Margaret Demorest Papers o Faculty Manuscripts and Publications Exhibit Launch Road Map: Put together the following “packages” for curation in the atrium-gallery of the NCPL: • • • • Assessment Package Digital Curation Package Engagement Package Physical Curation Package Assessment and Engagement: • • • Requests to research faculty papers sign-up Requests to research Public Relations Campus and Buildings and College Life record groups Responses to reflective questions embedded in the exhibit o Where do you find the most play in capturing Casper College? Possible responses: ▪ Athletics ▪ The classroom ▪ College life ▪ The theater o In your mind, what are the characteristics of a life project? Possible responses: ▪ Being in the moment ▪ Finding the key to self-actualization and life-long learning ▪ Creating a record of your beliefs, convictions, and values ▪ A combination of all of the above �5 • o Have you discovered a connection between Casper College Life and Wyoming Culture in this exhibit? If so, let us know what the connection is! Label with link to Museum/ Gallery Studies webpage in the last exhibit case Concept Design: The Concept Design included identifying the follow focus panels. Focus panels are the equivalent of the exhibits overarching and interwoven sections. The interpretive strategy of all panels is aligned with the incorporation of multiple interpretive tools as outlined by the Smithsonian. These are Objects, Images, Interactives, and Text. 1. Capturing Casper College Focus Panel • Interpretive tools: Objects, Images, Interactives, and Text • Reflective Question: Where do you find the most play in capturing Casper College? 2. Faculty Interests and Pursuits Focus Panel • Interpretive tools: Objects, Images, Interactives and Text • Reflective Question: o What is a life project based on to you? ▪ Being in the moment ▪ Finding the key to self-actualization and life-long learning ▪ Creating a record of my beliefs, convictions, and values ▪ A combination of all of the above • Exhibit Display Cases for Sonnet Writing o Looking at an example of a sonnet composed using words and images from the two Margaret Demorest and Humanities Festival display cases, viewers will have a chance to compose and send in a copy of their own sonnet using a line-by-line form. • Reading Room Faculty Papers Sign-up Form o Margaret Demorest o Norman Weiss 3. College Life and Wyoming Culture Focus Panel o Interpretive tools: Objects, Images, Interactives, and Text o Reflective Question �6 o Have you discovered a connection between Casper College Life and Wyoming Culture in this exhibit? If so, let us know what the connection was! Final Design Phase: o Final Packages o Exhibition Title Poster Label o Focus (section) Labels ▪ Capturing Casper College ▪ Showcasing Faculty Interests and Pursuits ▪ Discovering College Life and Wyoming Culture o Captions o Physical exhibit packages Measurements • • • • Front End o Western History Center Materials Pulled for Request and Exhibits Log Internal Formative Evaluation o Research request transactions (in-person or online) Internal Summative Assessment o Published Exhibit Development Process o Completed Western History Center Materials Pulled for Request and Exhibits Log Quantitative and Qualitative o Faculty Manuscripts and Publications Research Requests (Demorest and Weiss) o Responses to Reflective Questions • On-site or Digital Requests for Access • Responses to critical questions and exhibition via online forms: 1. Where do you find the most play in capturing Casper College? 2. In your mind, what are the characteristics of a life project? 3. Have you discovered a connection between Casper College Life and Wyoming Culture in this exhibit? If so, let us know what the connection is! �7 Question QR Codes: 1. 2. 3. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Casper College Western History Center Learning Resources Rights Information about rights held in and over the resource <a href="https://rightsstatements.org/vocab/InC-EDU/1.0/">http://rightsstatements.org/vocab/InC-EDU/1.0/</a> Date Created Date of creation of the resource. 2025-09-25 Description An account of the resource This digital collection contains the copies of the Casper College Goodstein Foundation Library Western History Center's exhibit development processes. These processes are adapted from those of the Smithsoneans. They are meant to improve the reach and impact of the exhibits the center does, which are usually a part of collaborations with other units at Casper College. Some of these collaborations have included the Humanities Festival, GLAM, and the Bruce Richards Lecture Series. The center is also working on an expended curation and arrangement and description project in the effort of highlighting connections between college life and Wyoming culture. Type The nature or genre of the resource Text Creator An entity primarily responsible for making the resource Casper College Goodstein Foundation Library Western History Center learning resource contributors include Hanz Olson. Language A language of the resource Text Identifier An unambiguous reference to the resource within a given context CCA 04.ii..h.i.2025.01 Format The file format, physical medium, or dimensions of the resource PDF Relation A related resource <a href="https://caspercollege.cvlcollections.org/exhibits/show/western-history--anchored-coll">Western History Center "Anchored Collection Series"</a> Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Fall 2025 Humanities Festival Traveling Exhibit Development Process Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC-NC/1.0/">http://rightsstatements.org/vocab/InC-NC/1.0/</a> Date Created Date of creation of the resource. 2025-09-04 Description An account of the resource This document contains the exhibition development process made by the Casper College Goodstein Foundation Library Western History Center to guide its work on a traveling exhibit at the Natrona County Public Library during the fall 2025 Casper College Humanities Festival. The theme of the exhibit was archiving the institution. Sections include capturing Casper College, Faculty Interests and Pursuits, and Connecting College Life and Wyoming Culture. The exhibit was developed and designed and otherwise made possible by Hanz Olson, Hannah Baldwin, and Eddie Siebert. Engaging questions play on the theme of the year's festival. Type The nature or genre of the resource Text Creator An entity primarily responsible for making the resource Hanz Olson Language A language of the resource ENG Is Part Of A related resource in which the described resource is physically or logically included. Casper College Western History Center Exhibition Development Processes Identifier An unambiguous reference to the resource within a given context CCA 04.ii..h.i.2025.01_HumanitiesFestival-NCPL_EXDP Format The file format, physical medium, or dimensions of the resource PDF https://caspercollege.cvlcollections.org/files/original/7d4e5c24cc20637d268a04f13b3b8065.pdf c509e6eb1cdff15b88f127bb857bbd77 PDF Text Text 1 The Goodstein Foundation Library Western History Center’s Anchored Collections Series brings together archives and special collection that can support potential academic uses by students as well as lifelong learning For a collection to be “anchored,” the repository must be able to outline a robust set of symbolic purposes for holding the materials within an archival context. An anchored collection must also be one that has received an advanced level of archival arrangement and description to facilitate its access and use. Symbolic Purposes for Institutions and Society For the institutions that house them, and for society at large, these records represent key concepts such as: • Custodianship of Memory and Identity: Archives serve as the institutional and collective memory. By preserving permanent records, an institution symbolically asserts its history, values, and continuity. Personal and organizational papers woven into these collections reflect the history and identity of the broader community and society. • Proof and Accountability (Documentation): The records stand as tangible proof of past actions, decisions, and existence. They are the material evidence that documents, reflects, and challenges assumptions about the past. This provides a mechanism for accountability, ensuring that the voices and experiences of people, groups, and the institution itself are not lost. • The Pursuit of Truth: Holding primary source materials (original documents, letters, photographs, etc.) symbolizes a commitment to scholarly inquiry and discovering a nuanced understanding of events. It allows researchers to move beyond textbooks and secondary interpretations to analyze and interpret raw data for themselves, fostering critical thinking. • Cultural Heritage and Legacy: Preserving records from families, businesses, and organizations—especially those that document marginalized, underrepresented, or local communities—is a symbolic act of validating their cultural heritage and ensuring their legacy is permanently recorded and accessible. Casper College Goodstein Foundation Library Western History Center 125 College Drive, Casper, Wyoming 82601 �2 Symbolic Purposes for Individual Audiences For College-Level Audiences (Students and Researchers) • Connecting with Authenticity (Primary Sources): Interacting with an original 19thcentury letter, a handwritten draft, or an early organizational charter offers a tangible, authentic connection to the past. This is symbolically powerful, transforming history from an abstract concept into a concrete reality. • Developing Critical Agency: The reliance on primary sources teaches students to question, interpret, and analyze evidence critically. The record symbolizes the fact that history is not a fixed narrative but an ongoing interpretation based on available evidence, giving the researcher intellectual agency. • Contextual Understanding: Institutional records, like minutes or strategic plans, provide the context for understanding the decisions and culture of the past. Personal papers allow researchers to explore the private thoughts and experiences that underpin public events, symbolically bridging the gap between grand historical narrative and lived human experience. For Non-College Audiences (Community Members, Genealogists, Hobbyists) • Personal and Communal Identity: Accessing family papers, local business records, or organizational histories allows people to trace their personal roots and understand how their family or community interacted with larger historical events. These records provide a deep sense of place and belonging by showing that "ordinary" people made history. • Validation of Experience: For members of groups not typically represented in traditional historical accounts (e.g., local history, specific minority communities), the existence of their records in a recognized institution is a powerful symbolic validation of their existence, struggle, and contribution to the broader narrative. • Inspiration and Empathy: Holding and reading the personal correspondence or journals of people from the past fosters a strong sense of empathy and human connection across time. The materials symbolize the enduring and universal nature of human experience, providing inspiration or caution in confronting contemporary challenges. A Western History Center “Anchored Collection” and its Audience-specific Symbolic Purposes Casper College Goodstein Foundation Library Western History Center 125 College Drive, Casper, Wyoming 82601 �3 The Charles “Chuck” Morrison Photographs and Papers perfectly illustrates the symbolic power of archives, as it captures the multifaceted life of one man, Charles "Chuck" Morrison, whose personal experiences were deeply intertwined with the institutional, political, and cultural history of Casper and Wyoming. The Chuck Morrison Photographs and Papers symbolize how an archives becomes the custodian of memory for a region by merging both the public and private: Symbolic Purpose Illustration with Morrison Collection Custodianship of Memory & Identity Morrison's papers (1920s–1980s) contain his records as a Wyoming State Representative, and as a photographer for the Casper StarTribune. The collection is the official memory of a significant span of local government, journalism, and community life in Casper. Proof, Records concerning the Cole Creek Wreck (including passenger Accountability, and lists, obituaries, and correspondence) are material proof of a Documentation specific, critical historical event. This documentation ensures historical accuracy and provides irrefutable evidence for research, legally, and for historical preservation efforts. Cultural Heritage and Legacy The collection acts as a vessel for Wyoming's cultural heritage. It preserves records of the New York Oil Company in Casper (documenting a key industry) alongside photographs of local churches, historical sites, and the landscape, solidifying the economic and social legacy of the region. Audience-Specific Symbolic Purposes The materials within the collection appeal to different audiences by fulfilling distinct symbolic needs: For College-Level Audiences (Student Researchers) • Symbol of Critical Agency: Students can move beyond textbook narratives to study Morrison's role as both a working journalist/photographer and a State Representative. They can then critically analyze how these two roles—documenter and decision-maker—may have influenced his public output, using the collection as a case study in media, politics, and potential bias. Casper College Goodstein Foundation Library Western History Center 125 College Drive, Casper, Wyoming 82601 �4 • Symbol of Contextual Understanding: The collection’s breadth allows researchers to contextualize major events. For instance, a college student can compare Morrison's professional photographs of a visiting President (e.g., Lyndon B. Johnson or Harry S. Truman) with his personal papers or other supporting primary or secondary sources to understand the political climate of the time from both the official public perspective and a private, local one. • Symbol of Authenticity (The Physical Object): Accessing original photographic negatives and the handwritten WWII correspondence among other available materials provides a direct, unmediated sensory connection to the past. This contact with the primary source is symbolically powerful for the researcher, affirming the tangible reality of history. For Non-College Audiences (Local Residents & Genealogists) • Symbol of Personal and Local Identity: Local residents can look through Morrison's extensive photographs of Casper's neighborhoods, churches, and landscapes. Seeing one's own town documented over decades by a local figure powerfully affirms a sense of local identity and continuity with the past. • Symbol of Empathy and Connection: The personal correspondence, particularly the WWII letters to and from his family, allows the public to experience history through an intimate, emotional lens. This fosters empathy for a veteran's experience and creates a direct, personal human connection across generations, much like a family Bible or personal heirloom. Symbol of Community Validation: For families impacted by the Cole Creek Wreck, the archived lists and obituaries are not just historical data; they are a formal, institutional validation of their family member's life and the community’s shared tragedy. References Charles "Chuck" Morrison Photographs and Papers, NCA 01.v.1998.01 WyCaC US. Casper College Archives and Special Collections (Western History Center). Google. (2025). Gemini (2.5 Pro) [Large Language Model]. https://gemini.google.com/app/30ca229f60e659e3?utm_source=app_launcher&ut m_medium=owned&utm_campaign=base_all Casper College Goodstein Foundation Library Western History Center 125 College Drive, Casper, Wyoming 82601 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Symbolic Purposes of Archiving and Accessing the Chuck Morrison Photographs and Papers Rights Information about rights held in and over the resource <a href="https://rightsstatements.org/vocab/InC-EDU/1.0/">http://rightsstatements.org/vocab/InC-EDU/1.0/</a> Date Created Date of creation of the resource. 2025-11-09 Description An account of the resource The Charles “Chuck” Morrison Photographs and Papers perfectly illustrates the symbolic power of archives, as it captures the multifaceted life of one man, Charles "Chuck" Morrison, whose personal experiences were deeply intertwined with the institutional, political, and cultural history of Casper and Wyoming. The Chuck Morrison Photographs and Papers symbolize how an archives becomes the custodian of memory for a region by merging both the public and private and is included as an "Anchored Collection" in the Goodstein Foundation Llbrary's Western History Center. Type The nature or genre of the resource Text Creator An entity primarily responsible for making the resource Hanz Olson Language A language of the resource ENG Format The file format, physical medium, or dimensions of the resource PDF Extent The size or duration of the resource. 4 pages https://caspercollege.cvlcollections.org/files/original/4737357b29d6a6a95a81273965befc4e.pdf 009b993bf4eabef5aedf323dce3cf375 PDF Text Text 1 Application of a Describing Archives: A Content Standard (DACS) in the Chuck Morrison Finding Aid: It is important that the finding aid for the Charles "Chuck" Morrison Photographs and Papers, and for any well-documented archival collection, to adhere to the core principles established by Describing Archives: A Content Standard (DACS), which guides what information must be included in an archival description.1 These principles ensure that the description is accurate, consistent, and provides the essential context required for researchers to understand the materials.2 Foundational DACS Principles Evident in the Finding Aid The entire structure of the finding aid is an application of DACS, but several key principles stand out: 1. The Principle of Provenance (The Creator and Context) This is the most fundamental archival principle. DACS requires a description of the creator(s) of the records to establish their provenance (origin and custody).3 • DACS Application: The finding aid begins by identifying the corporate body or individual responsible for the creation of the records.4 • Morrison Example: The finding aid clearly states the creator as Charles "Chuck" Morrison and includes a Biographical/Historical Note. This note explains his roles as a photographer for the Casper Star-Tribune, a Wyoming State Representative, and a veteran, which establishes the context for why the records exist and their potential research value. 2. Archival Description Expresses Professional Ethics and Values5 DACS emphasizes that description should promote trust, transparency, and equitable access.6 This means being clear about what the archivist knows, the limits of their knowledge, and any actions taken on the collection.7 • DACS Application: This principle is visible in the Administrative Information section. Casper College Goodstein Foundation Library Western History Center 125 College Drive, Casper, Wyoming 82601 �2 • Morrison Example: Sections like the Custodial History (who held the records before the archives), Acquisition Information (how the archives received the records), and Processing Information (what the archivist did—e.g., retaining original order, re-foldering, separation of oversized items) all demonstrate transparency and build trust with the researcher. 3. Archival Description is Multi-level8 DACS requires that description move from the general to the specific, relating the entire collection (the fonds) to its internal components (the series and items). This allows researchers to quickly scope the collection's relevance. • DACS Application: The finding aid is organized hierarchically. • Morrison Example: o Collection-Level (Fonds): The top-level description provides a single Title (Charles "Chuck" Morrison Photographs and Papers), Dates (e.g., 1907-1972), and Extent (the size in linear feet). o Series-Level: The collection is broken into major series based on Morrison's different activities (e.g., a "Photographs Series," a "Political Papers Series," and a "Personal Correspondence Series"). o File- or Item-Level: The Container List/Inventory then drills down to list individual folders or boxes within each series, ensuring the relationship between the whole and the parts is maintained. 4. Records, Agents, Activities, and the Relationships Among Them are the Four Fundamental Concepts Archival meaning is revealed through context as much as content. The description must link the records to the people who created them and the activities they performed.9 • DACS Application: This is achieved through the Scope and Content Note and the application of Access Points.10 • Morrison Example: o The Scope and Content Note summarizes the collection's subject matter (e.g., politics, photojournalism, WWII).11 o Access Points (names, subjects, and genres) are created to link the collection to related materials across the institution.12 These would include subjects like "Cole Creek Wreck", "Wyoming State Legislature", and the name "Casper StarCasper College Goodstein Foundation Library Western History Center 125 College Drive, Casper, Wyoming 82601 �3 Tribune", demonstrating the collection's relationships to agents (the newspaper, the legislature) as well as activities and events (the train accident). By utilizing the Charles "Chuck" Morrison Photographs and Papers in an archival reading room, a college-level student can develop advanced Primary Source Literacy (PSL) skills across three major domains: Research Strategy, Critical Analysis, and Archival Context. The collection's mix of photographs (visual media) and written records (political and personal papers) provides a rich, multi-format environment for skill development. References Charles "Chuck" Morrison Photographs and Papers, NCA 01.v.1998.01 WyCaC US. Casper College Archives and Special Collections (Western History Center). Google. (2025). Gemini (2.5 Pro) [Large Language Model]. https://gemini.google.com/app/30ca229f60e659e3?utm_source=app_launcher&ut m_medium=owned&utm_campaign=base_all Casper College Goodstein Foundation Library Western History Center 125 College Drive, Casper, Wyoming 82601 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Chuck Morrison and Archival Description Rights Information about rights held in and over the resource <a href="https://rightsstatements.org/vocab/InC-EDU/1.0/">http://rightsstatements.org/vocab/InC-EDU/1.0/</a> Date Created Date of creation of the resource. 2025-11-09 Description An account of the resource This document outlines the importance that the finding aid for the Charles "Chuck" Morrison Photographs and Papers, and for any well-documented archival collection, to adhere to the core principles established by Describing Archives: A Content Standard (DACS), which guides what information must be included in an archival description. Type The nature or genre of the resource Text Creator An entity primarily responsible for making the resource Hanz Olson Language A language of the resource ENG https://caspercollege.cvlcollections.org/files/original/1164ed13b868a7632c9b4698ca86cf4e.pdf 884a952d5c7cb892d3f36ca4aaa402bd PDF Text Text 1 Critical Analysis Skills (Interrogation of the Source) These skills focus on directly engaging with the content and form of the records to extract meaning and assess reliability. • Multimodal Source Evaluation: Students learn to analyze both textual and visual evidence. o • Interrogating Bias and Perspective: By analyzing Morrison’s different roles (journalist/photographer vs. politician), students learn to critically evaluate perspective. o • They can ask: Was the photo intended for a newspaper audience (public) or a family album (private)? Did his political affiliations influence what he chose to photograph or document? This teaches them to assess the purpose and audience of a source to determine its reliability and objectivity. Contextualization and Historical Empathy: Handling original WWII correspondence or papers documenting the Cole Creek Wreck forces students to situate the material within the broader historical, social, and cultural context of 20th-century Wyoming. o • They must apply visual literacy skills to the photographs (e.g., identifying framing, composition, subject placement, and cropping) while simultaneously applying textual analysis skills to the political papers and personal letters. This teaches them to draw comparisons and note contradictions between media formats (e.g., how a public photo of a politician compares to his private written correspondence). This requires using secondary knowledge to understand the source's creation and fosters historical empathy—the ability to understand past people on their own terms, without imposing modern values. Identifying Silences and Gaps: Students must recognize what is missing from the collection. o If Morrison's political papers heavily focus on one issue, students must ask: What voices are excluded? Whose perspective is not documented? This addresses the critical PSL skill of understanding archival silence and the power dynamics inherent in the historical record. Casper College Goodstein Foundation Library Western History Center 125 College Drive, Casper, WY 82601 �2 Archival Research Strategy Skills (Finding and Accessing) Working with the physical collection and its finding aid develops practical research skills distinct from library database searching. • Interpreting Archival Description (DACS): Students must use the collection's finding aid, which is organized according to the DACS principles discussed earlier (provenance, multi-level description). o This teaches them how to navigate a hierarchical structure (fonds, series, file) to locate specific items, a skill essential for any archival research. • Developing Flexible Search Strategies: Since archival descriptions are broad (listing folders, not every item), students learn to read between the lines of the inventory and use their knowledge of the creator to anticipate where relevant material might be located. For example, knowing he was a State Rep, they can prioritize the "Political Papers" series. • Handling and Materiality: Being in a reading room requires students to follow protocols for handling fragile materials and originals (gloves, pencils only, correct supports). o This direct, physical interaction develops an appreciation for the materiality of history (e.g., the texture of old paper, the degradation of an old photo negative), reinforcing that the object itself carries meaning. Use and Incorporation Skills (Synthesis and Argumentation) These skills are applied outside the reading room but are wholly dependent on the preceding steps. • Synthesis of Multi-Format Evidence: Students must synthesize information from disparate formats—a photograph of a political rally, a typed legislative bill, and a handwritten personal letter—to build a single, cohesive historical argument about a topic like Casper's post-WWII development. • Evidential Support: Students learn how to use primary sources as direct evidence to support their claims, differentiating between quoting/transcribing written text and describing/analyzing a visual image. Casper College Goodstein Foundation Library Western History Center 125 College Drive, Casper, WY 82601 �3 Proper Citation: The final step involves learning to create accurate archival citations, which must include the specific box, folder, series, and collection title (e.g., Charles "Chuck" Morrison Photographs and Papers, Western History Center, Casper College), demonstrating an understanding of the chain of custody and intellectual property. References References Charles "Chuck" Morrison Photographs and Papers, NCA 01.v.1998.01 WyCaC US. Casper College Archives and Special Collections (Western History Center). Google. (2025). Gemini (2.5 Pro) [Large Language Model]. https://gemini.google.com/app/30ca229f60e659e3?utm_source=app_launcher&ut m_medium=owned&utm_campaign=base_all Casper College Goodstein Foundation Library Western History Center 125 College Drive, Casper, WY 82601 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Analysis and Archival Research Skills for Chuck Morrison Description An account of the resource The analysis and research skills in this document focus on directly engaging with the content and form of the records to extract meaning and assess reliability. Creator An entity primarily responsible for making the resource Hanz Olson Language A language of the resource ENG Extent The size or duration of the resource. 3 pages https://caspercollege.cvlcollections.org/files/original/5bde63aa73a55a028b64fbbcf9e11725.pdf 21b54704a083049207b966e910f506c6 PDF Text Text 1 Experiential Learning & Curriculum Mapping The Charles "Chuck" Morrison Photographs and Papers collection would provide an exceptional foundation for a college student gaining experiential learning as an archives correspondent for a student newspaper like Casper College's student newspaper, the Chinook, as well as being able to see real examples of its use in Oil City News and other publications or media productions. Morrison’s background as a professional photographer and writer for the Casper StarTribune makes his collection an ideal case study for student journalism, directly connecting archival research to journalistic output. Experiential Learning Skills Gained The collection’s multi-faceted content allows a student correspondent to practice skills directly applicable to real-world publishing: 1. Source Identification and Selection (The Reporter’s Eye) • Skill: Developing an eye for newsworthy archival content. • Morrison Collection Application: The student must move beyond general historical interest to find content that is relevant to a current college or community topic. For example, the student could search through the "Political Papers Series" for historical comments on state legislation that is currently being debated, or use a photograph of an old community building to contrast with current construction. • Journalistic Output: Writing short "From the Archives" segments, selecting a historical photograph for a feature article, or providing historical context for contemporary news. 2. Rights and Reproduction Management (The Publisher’s Responsibility) • Skill: Understanding copyright, publication rights, and citation ethics—a critical professional skill. • Morrison Collection Application: The student would learn to navigate the collection's access and rights statements (e.g., how the repository is making materials created by Morrison available but observing publication policies until a Casper College Goodstein Foundation Library Western History Center 125 College Drive, Casper, WY 82601 �2 certain date). They must formally request, cite, and obtain permission for reproduction, simulating the real-world process of using copyrighted material in a publication. • Journalistic Output: Producing a legally and ethically sound, fully cited photograph or document for the Oil City News or another student publication. 3. Multimodal Content Creation (Visual and Textual Storytelling) • Skill: Synthesizing disparate primary source types (photos, letters, official documents) into a cohesive narrative. • Morrison Collection Application: The student can combine Morrison’s professional photographs with his personal WWII correspondence or his District Court correspondence to tell a rich, layered human story about a historical event or figure. This simulates the integration of visuals and text common in modern newspaper feature writing. • Journalistic Output: Creating a multimedia story package that includes a scanned document, an analyzed photo, and original text written by the student correspondent. 4. Community and Institutional Documentation • Skill: Recognizing the role of the press in documenting local and institutional history. • Morrison Collection Application: Since Morrison documented many facets of Casper and the surrounding area (e.g., New York Oil Company, local politics, community life), the student correspondent uses the archives to connect the student experience to the larger community history. The student can use Morrison's records of earlier Casper College events or faculty (if present) to write stories about the college's legacy for the student body. By actively working with the collection, the student transitions from a passive history consumer to an active creator of historical content for a public audience, achieving the core goal of experiential learning. Media and Strategic Communications Use of the Charles "Chuck" Morrison Photographs and Papers would strongly support students in the Media Communication and Strategic Communication Program at Casper College, as it provides real-world historical context and practical material for key Casper College Goodstein Foundation Library Western History Center 125 College Drive, Casper, WY 82601 �3 assignments, directly addressing several of the college's Individual Student Learning Outcomes (ISLOs). Morrison’s background as a local journalist/photographer and politician makes the collection a perfect bridge between historical research and contemporary communication practices. Programmatic Support: Media and Strategic Communication The collection provides material and context relevant to both emphasis areas: Media Communication Emphasis Students in Media Communication need to develop skills in journalism, writing, multimedia production, and photography. • Journalistic Analysis: Students can analyze Morrison's news photographs and accompanying articles or photo bylines for the Casper Star-Tribune to study historical photojournalism ethics, framing, and narrative construction. • Media Context: The collection provides original primary sources for writing historical feature articles or producing multimedia projects (print, video, web) about Wyoming's political or community history, offering content for the Chinook student newspaper or class portfolios. • Photography: Students can study Morrison’s original prints and negatives to understand historical photographic techniques and the evolution of visual media, connecting to courses like Intro to Photography. Strategic Communication Emphasis Students in Strategic Communication focus on public relations, advertising, and reputation management. • Reputation and Messaging: Morrison's dual role as a public figure (State Representative) and a media professional provides a complex case study in personal and institutional reputation. Students can compare his political messaging (e.g., in speeches or official papers) with his personal correspondence to analyze authenticity and image management. • Historical Public Relations: Students can analyze records related to the Cole Creek Wreck or the New York Oil Company to study how local institutions Casper College Goodstein Foundation Library Western History Center 125 College Drive, Casper, WY 82601 �4 managed crises and maintained public trust in the mid-20th century. This provides tangible examples for assignments on crisis communication and historical PR campaigns. Alignment with Casper College ISLOs The use of this archive specifically addresses multiple Individual Student Learning Outcomes (ISLOs) at Casper College, fostering a holistic educational experience: • Demonstrate Effective Communication: o • Solve Problems Using Critical Thinking and Creativity: o • Support: Working with primary sources requires students to evaluate conflicting evidence (Morrison’s public versus private papers), fill historical gaps using contextual knowledge, and creatively interpret visual material to develop a compelling narrative or solve a communication challenge. Demonstrate Knowledge of Diverse Cultures and Historical Perspectives: o • Support: Students must translate complex, often messy archival evidence (handwritten notes, cryptic memos) into clear, concise journalistic or strategic communication outputs (e.g., a news story, a historical brief, or a PR analysis report). This demonstrates proficiency in adapting written and oral communication for different professional audiences. Support: The collection includes records documenting various facets of Wyoming life (political, economic, social). By analyzing these, students gain a deeper, nuanced understanding of local history and culture, avoiding simplistic historical assumptions and embracing diverse perspectives (e.g., understanding the life of a WWI veteran through his personal letters). Use Information to Conduct Research (Information Literacy): o Support: This is a direct ISLO application. Students learn to effectively navigate the archival finding aid and container list to retrieve specific primary sources, demonstrating advanced information literacy skills beyond simple database searching. They also learn to properly cite and attribute original sources, ensuring academic and journalistic integrity. On Secondary Sources Supporting Use of the Primary Casper College Goodstein Foundation Library Western History Center 125 College Drive, Casper, WY 82601 �5 The Charles "Chuck" Morrison Photographs and Papers are rich in content, spanning political, journalistic, military, and local history from roughly the 1920s through the mid1900s. To properly analyze and contextualize these primary sources, a student requires secondary sources that provide background information across these themes. Here is a breakdown of the types of secondary sources that would support the collection's use and understanding: Historical Context: Casper and Wyoming History (1920s–1970s) These sources establish the environment in which Morrison lived, worked, and served, providing essential context for his political papers and photographs. • • Local and Regional Histories: o Comprehensive Casper Histories: Books like Irving Garbutt’s History of Casper and Natrona County or the various volumes of the "Casper Chronicles" (published by groups like the Zonta Club or the Cadoma Foundation) provide timelines, major events, and institutional histories.1 They help identify the people, places, and organizations Morrison documented. o Wyoming State History: T. A. Larson’s History of Wyoming is the definitive academic overview, providing context for state politics, industry (oil, ranching), and demographic shifts that shaped Morrison's political service. Specific Event and Industry Histories: o Oil Industry in Casper: Secondary sources on the history of the oil industry's boom and bust cycles in the mid-20th century would contextualize Morrison’s business-related papers and the economic backdrop of his political decisions. o Transportation History: Secondary accounts of major events like the Cole Creek Wreck (if those exist, they would be highly specific) or broader histories of the railroad in Central Wyoming would provide essential details for analyzing the primary source material related to that disaster. o The Rescue Mission for Kevin Dye on Casper Mountain (likelihood of support high): The Morrison collection is known to contain documentation related to the high-profile 1971 search for nine-year-old Kevin Dye, who was lost on Casper Mountain. As the collection holds records from a Casper Star-Tribune photographer and local public figure, this major community event is well-represented. Casper College Goodstein Foundation Library Western History Center 125 College Drive, Casper, WY 82601 �6 Relevance for Media & Strategic Communication Program Strategic Communication Media Communication Supported Documentation & Learning Crisis Communication and Public Trust. Students can analyze the records (which include photographs of the rescue team's arrival and potentially articles/clippings) as a case study in mid-century crisis communication. They can assess how local agencies (police, rescue groups, National Guard) strategically managed public information, coordinated messaging, and maintained community trust during the intense, prolonged search. Breaking News Photojournalism. The images offer a primary source view of how a local news photographer (Morrison) covered a human-interest emergency. Students can analyze the ethical choices made in photographing the search, the mood captured, and how the visuals shaped the community's emotional investment in the story. Media and Photojournalism Context Since a large part of the collection is tied to Morrison's work for the Casper Star-Tribune, these sources provide the professional framework. • History of the Casper Star-Tribune: Any historical article or book detailing the newspaper's ownership, political leanings, key editors, and its overall role in Casper during the decades Morrison worked there is critical. This context helps students analyze bias and editorial decisions in his photography and writing. • History of Photojournalism: Academic texts on 20th-century American photojournalism would help students understand the conventions of the era (e.g., flash photography techniques, photo layout, and the ethical standards of news photography), allowing for a deeper visual analysis of Morrison’s images. Political and Institutional Context These sources are vital for understanding Morrison's time as a State Representative and his involvement in WWII. • Wyoming Legislative History: o Wyoming Blue Books: These official publications (often found at the Wyoming State Archives) contain lists of legislators, committee assignments, and Casper College Goodstein Foundation Library Western History Center 125 College Drive, Casper, WY 82601 �7 sometimes historical overviews of sessions, which would identify the specific years, sessions, and committees in which Morrison served. o • Academic Articles/Books on Wyoming Politics (1930s–1950s): Secondary sources detailing the impact of the Great Depression and the New Deal in Wyoming would contextualize his political votes and correspondence. (The Wyoming Almanac and articles from Annals of Wyoming are great places to start.) Casper Army Air Base / WWII Homefront: o Secondary sources detailing the history of the Casper Army Air Base and the broader WWII home front experience in Natrona County are necessary to contextualize Morrison's WWII-related correspondence and photographs, especially for students studying military history or home front life. The combination of these secondary sources provides the scholarly framework necessary to move beyond mere description of the primary sources to their informed interpretation and analysis. An Exceptional Anchor Collection The Charles "Chuck" Morrison Photographs and Papers is an exceptional anchor collection because it touches on so many aspects of mid-20th century Casper history: journalism, local politics, industry (oil), and major events. College-level students (especially those in Media Communication, Strategic Communication, and History) can gain significant value by using the collection to corroborate, contextualize, and expand upon the Morrison materials: Corroboration and Context: Media and Journalism These collections provide a direct institutional and public-facing counterpart to Morrison's private papers and professional photographs. • Casper Star-Tribune Photographs and Negatives: o Relation to Morrison: Morrison worked for the Casper Star-Tribune. This collection is critical for direct comparison. o Student Use: Casper College Goodstein Foundation Library Western History Center 125 College Drive, Casper, WY 82601 �8 ▪ • Media/Strategic Comm: Students can compare Morrison's personal photographic style and chosen subjects (in his collection) to the published photos in the newspaper's archives. They can analyze how the newspaper's editors selected, cropped, and captioned his work, which is a key exercise in understanding journalistic control and strategic communication messaging. Casper Star-Tribune Print and Microfilm: o Relation to Morrison: Provides the actual published newspaper issues from the time Morrison was active. o Student Use: Essential for contextualization. If Morrison's papers mention a political fight or community event, students can read the corresponding front pages to understand the public mood, the newspaper's official stance, and the depth of coverage. Expansion and Context: Casper College and Local Institutional History These records provide context for the local community and the institution hosting the collection. For instance, Morrison was an emergency contact for the Wyoming Mountaineers at Casper College and was friends with past instructors like Norman Weiss. • Casper College Archives (General Institutional Records): o o Student Use: ▪ • Relation to Morrison: Morrison was a prominent local figure; his collection may contain occasional photos or references to the college. Media/Strategic Comm: Students can analyze historical college records (meeting minutes, official statements) to see how the institution's public image and strategic messaging evolved over time, potentially contrasting it with how local journalists like Morrison covered the college. Casper College Yearbooks (Thunderbird): o Relation to Morrison: Provides the popular, student-level view of the college during Morrison’s lifetime. o Student Use: Provides a pop culture and social history perspective. Students can compare the formal photographs of Casper College faculty and buildings in Casper College Goodstein Foundation Library Western History Center 125 College Drive, Casper, WY 82601 �9 Morrison’s collection with the student-created content and captions in the yearbooks for a multi-layered view of campus life. • Dana Van Burgh Casper Buildings Project, Downtown Casper Photographs, or collections Morrison himself researched and used like the Bruce H. Thompson and Connie Bryant Collection: o Relation to Morrison: Morrison's photos are part of a larger visual record of Casper. These collections provide different angles and time periods. o Student Use: Enables students to conduct a comprehensive visual survey of Casper's urban development, industry, and main streets, comparing Morrison's professional photojournalistic view with the perspectives of other local photographers or community organizations. References Charles "Chuck" Morrison Photographs and Papers, NCA 01.v.1998.01 WyCaC US. Casper College Archives and Special Collections (Western History Center). Google. (2025). Gemini (2.5 Pro) [Large Language Model]. https://gemini.google.com/app/30ca229f60e659e3?utm_source=app_launcher&ut m_medium=owned&utm_campaign=base_all Casper College Goodstein Foundation Library Western History Center 125 College Drive, Casper, WY 82601 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Chuck Morrison Experiential Learning and Curriculum Mapping Rights Information about rights held in and over the resource <a href="https://rightsstatements.org/vocab/InC-EDU/1.0/">http://rightsstatements.org/vocab/InC-EDU/1.0/</a> Date Created Date of creation of the resource. 2025-11-09 Description An account of the resource This document goes over how the Charles "Chuck" Morrison Photographs and Papers can support experiential learning and potential opportunities to map use of the collection to areas of study in Communications and History. Type The nature or genre of the resource Text Creator An entity primarily responsible for making the resource Hanz Olson Language A language of the resource ENG Extent The size or duration of the resource. 9 pages https://caspercollege.cvlcollections.org/files/original/fcec205041087c92b5c68d9c769eaefb.pdf 455cc6a2e72f3866e4e99615c1e77a60 PDF Text Text 1 Learning how to access and use the Charles "Chuck" Morrison Photographs and Papers goes far beyond immediate academic goals; it cultivates critical skills and mindsets that are fundamental to lifelong learning and active citizenship. Here’s how engaging with this specific archival collection supports key aspects of lifelong learning: Intellectual Curiosity and Information Literacy The ability to seek out, evaluate, and use complex information is the core of lifelong learning. • Mastery of Specialized Information Retrieval (Beyond Google): Learning to navigate a finding aid, read a container list, and request archival materials teaches students that not all information is digitized or searchable via common search engines. This provides mastery of specialized information literacy—the skill of finding unique, original, and potentially non-indexed evidence—a valuable asset in any field that requires deep research. • Critical Evaluation of Source Reliability: Students learn to distinguish between primary and secondary sources and to critically evaluate the context, purpose, and bias of original records. In an age of pervasive disinformation, the ability to interrogate a source's provenance and authenticity (Why was this created? Who kept it? What was its purpose?) is an essential, high-level skill for lifelong intellectual engagement. • Embracing Complexity and Ambiguity: Archival materials are often messy, incomplete, and contradictory (e.g., a formal photo versus a critical letter).1 Using the Morrison Papers teaches students to be comfortable with historical ambiguity and to resist simplistic narratives, fostering the lifelong intellectual habit of accepting nuance and complexity in problem-solving. Civic Engagement and Historical Empathy Lifelong learning includes continuous growth as an informed and engaged member of the community.2 Casper College Goodstein Foundation Library Western History Center 125 College Drive, Casper, WY 82601 �2 • Understanding Local and Institutional History: By researching a local figure like Morrison, students connect abstract historical events (e.g., WWII, state politics) to their immediate community, fostering a sense of place and an understanding of local civic processes. This knowledge is essential for informed participation in local politics and community affairs throughout their lives. • Developing Historical Empathy: Reading Morrison’s personal WWII correspondence or records related to local tragedies cultivates the ability to see the world through the eyes of people from different times and contexts. This practice of historical empathy enhances critical thinking, improves communication, and is essential for navigating diverse perspectives in professional and personal life.3 • Recognizing the Value of Documentation: The process reinforces the understanding that records matter. Students learn that personal and organizational papers are the foundation of collective memory, encouraging them to think about how they document their own lives, careers, and community involvement—a strategic aspect of managing one's own legacy. Practical Skills for Professional Agility The process of archival research supports transferable professional skills valued in virtually every career. • Problem-Solving and Project Management: Archival research is inherently a problem-solving exercise that requires self-directed project management. Students must define a question, strategize how to use the finding aid, request materials, manage time in the reading room, and synthesize findings—all critical skills for continuous professional development. • Effective Communication of Complex Ideas: Communicating findings from the Morrison Papers—whether in an academic paper or a journalistic piece for a student newspaper—requires students to translate raw data into clear, compelling narratives. This skill of synthesizing and communicating complex, evidence-based ideas is a cornerstone of professional success and continuous learning. References Charles "Chuck" Morrison Photographs and Papers, NCA 01.v.1998.01 WyCaC US. Casper Casper College Goodstein Foundation Library Western History Center 125 College Drive, Casper, WY 82601 �3 College Archives and Special Collections (Western History Center). Google. (2025). Gemini (2.5 Pro) [Large Language Model]. https://gemini.google.com/app/30ca229f60e659e3?utm_source=app_launcher&ut m_medium=owned&utm_campaign=base_all Casper College Goodstein Foundation Library Western History Center 125 College Drive, Casper, WY 82601 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Chuck Morrison and Lifelong Learning Rights Information about rights held in and over the resource http://rightsstatements.org/vocab/InC-EDU/1.0/ Description An account of the resource This document goes over how accessing and using the Chuck Morrison Photographs and Papers can cultivate lifelong learning. Type The nature or genre of the resource Text Creator An entity primarily responsible for making the resource Hanz Olson Language A language of the resource ENG Extent The size or duration of the resource. 3 pages