The History and Purpose of Founder’s Day

Founder’s Day is a tradition that has varied in name and consistency over the years, but has always been recognized as an opportunity to celebrate the university and those who are a part of it. A speech from the early 1960s explains, “Founder’s Day could be thought of as the University’s birthday party, a ceremony celebrating the official opening of the institution. It could also be thought of as a day set aside to recognize the founding fathers of the University.” Elsewhere, the purpose of Founder’s Day is given as a time “to recognize those who have labored to make the university what it is today.” In 1999, University Relations news coordinator Barbara Kennedy told the University Echo that the objective of Founder’s Day was “to bring everyone together – faculty, students, the administration, staff, alumni, and friends of the university…to celebrate our common purposes and renew our sense of community.”

“Why Founders’ Day, Anyway?”, circa 1961, University of Chattanooga founding documents, administrative records, and other materials, UA-00-01-08. University Archives, University of Tennessee at Chattanooga Special Collections.

In 1950, many of the individuals involved in establishing the university in 1886 were memorialized on campus in a building name change. The structure known today as Founders Hall was completed 1916 and was called the Administration Building until 1950, when the Board of Trustees voted on a new name, recommended by then president David A. Lockmiller. Shortly afterwards, a plaque listing 36 of these early leaders, including university presidents, trustees, faculty, and benefactors was installed in the eastern entrance.

 

 

Founders Hall eastern entrance plaque.

In recent years, Founder’s Day has been incorporated into a larger week of programming, Founder’s Week. Founder’s Week is full of events that meet the traditional purposes of occasion, including the Mocs Games, Service Awards, and the Chancellor’s State of the University address. In this way, Founder’s Week connects the university to its longstanding mission of achieving excellence.


RESOLVED: Temporary Issues Accessing Library Resources From Off-Campus

Update September 1/2021:

The access issues have been fixed and all electronic resources should be accessible from any location. Thank you very much for your patience and please contact the Library if you have any questions!

Original Post:

Dear Campus Community:

The Library is aware of widespread off campus access issues with several of our Library electronic resources and is actively working to resolve them.

In the meantime there are a few workarounds:

  1. Access the links below on campus.
  2. If off campus, use the VPN (after downloading the software) which will also require Duo two factor authentication and then access the links below.
  3. Use Library Quick Search

Impacted sites that we’re aware of:

American Chemical Society https://pubs.acs.org

American Institute of Physics https://www.scitation.org

American Physiological Society https://journals.physiology.org

Annual Reviews https://www.annualreviews.org

Association of Computing Machinery https://dl.acm.org

Cambridge https://www.cambridge.org/core/

Canadian Science Publishing https://cdnsciencepub.com/action/showPublications?display=byAlphabet&pubType=journal

Guilford Press: https://guilfordjournals.com

Informs: http://pubsonline.informs.org/

New England Journal of Medicine https://www.nejm.org

ProQuest https://www.proquest.com/advanced

SAGE https://journals.sagepub.com

Science http://science.org

ScienceDirect https://www.sciencedirect.com

Society for Industrial and Applied Mathematics https://epubs.siam.org

Taylor and Francis journals https://www.tandfonline.com/

Taylor and Francs ebooks https://www.taylorfrancis.com/

University of Chicago Press https://www.journals.uchicago.edu

Wiley https://onlinelibrary.wiley.com

 

Please contact the Library if you have questions.

 

We hope to resolve these issues as soon as possible.

Thank you for your patience and understanding.

UTC Library


The ChattaStory Project Features Resources from Special Collections

Explore local history through The ChattaStory Project, a collaborative multi-disciplinary effort by students and faculty at the University of Tennessee at Chattanooga (UTC) and Southern Illinois University Edwardsville (SIUE). The Project weaves together resources from a variety of archival repositories, including Special Collections. Explore the site to learn how the diaries of Emma Bell Miles informed research about the Fort Payne formation, the geologic layer that comprises much of Stringer’s Ridge and about the photographs that researchers used to interpret the history of the Stone Church in downtown Chattanooga.

Cross section diagram showing the layering of the three different rocks found on Stringer's Ridge.

Cross section diagram showing the layering of the three different rocks found on Stringer’s Ridge. Image courtesy of The ChattaStory Project.

 

Photograph of the Old Stone Church and the Patten Parrish House.

Photograph of the Old Stone Church and the Patten Parrish House. Courtesy of The ChattaStory Project.


Intern Perspectives: Trisha Daugherty

This blog post was authored by Trisha Daugherty, an intern in the Library’s Special Collections unit from the UTC Department of History in Summer 2021.

When I enrolled in the internship program here at UT Chattanooga, I hoped that I would find the answers to some questions that I had. I have always wanted a career in the library field, but before this internship, I did not have any ideas as to what that would look like. Thanks to Carolyn Runyon (Director of Special Collections) and her amazing team in Special Collections, I spent the summer learning more than I had anticipated, and feel more secure in my career goals.

Military order instructing Garnett Andrews to report to General Robert E. Lee in Hagerstown, Maryland.

Military order instructing Garnett Andrews to report to General Robert E. Lee in Hagerstown, Maryland. Courtesy of the Chattanooga Public Library and University of Tennessee at Chattanooga Special Collections.

As a History major, I am most interested in the historical conflicts that have involved the United States. When the time came to select my project, I was drawn more towards the one about Garnett Andrews, a colonel in the Civil War for the Confederate States of America. After the war concluded, Garnett Andrews and his family initially settled in Mississippi, then moved to Chattanooga, where he served as mayor from 1891-1893. My project was to create finding aids for ninety-six documents relating to Garnett Andrews, most of them concerning his military career. The finding aids are the tools that help a user find the information they are seeking in a collection. As students, we probably don’t give this a lot of thought when we are searching for information for our research papers, but along the way, an unseen person in the library created those finding aids to make the search easier.

I started out with a blank spreadsheet that I would input all my information on, then some of that would be transferred to ArchivesSpace later in the project. For each document, I had to decide how it would be categorized. For that task, the Getty Art and Architecture Thesaurus is used. It ensures that you are using the proper term. From the documents, I was able to pull the location, corporate entity, and the creator. Then I consulted the Library of Congress Name Authority File (LCNAF). This site would tell me exactly how these items should be entered into my spreadsheet. After I had some key pieces of information filled in, it was time to transfer it over to ArchivesSpace. Here I would enter information about the collection in general, that included some biographical and historical background, the conditions governing use and access, and the processing information. One of the last things that I had to decide on was which of these documents were worthy of digitization. It was important to take into account which of the items would be most valuable to future researchers. I thought the most important parts of the collection were the documents that pertained to his military career, so that is what I selected for digitization.

Military commission conferring rank of lieutenant colonel on Garnett Andrews in the Army of the Confederate States of America.

Military commission conferring rank of lieutenant colonel on Garnett Andrews in the Army of the Confederate States of America. Courtesy of the Chattanooga Public Library and University of Tennessee at Chattanooga Special Collections.

Throughout the internship I met with Carolyn once a week and she gave me feedback on the work that I had completed. I was also given the instructions as to how to proceed with the next step on my project. Honestly, there were some weeks when I left those meetings and thought that what I had just been assigned did not seem like a large amount of work, but some of it is more time-consuming than others. I saw the values in breaking down the project into several manageable steps. It also reminded me that higher quality work at a slower pace is more important than rushing through the steps and finding careless mistakes along the way. I am grateful to Carolyn and her team for this opportunity to gain some experience in this field. This internship has solidified my ideas about my career path. Providing that life does not throw any more curve balls in my direction, next fall at this time I would like to be working on my M.L.I.S or my M.I.S., depending on which program I choose for graduate school.


Join Scholarly Communications as a Graduate Assistant in 2021-2022!

Graduate Assistants (GA) support Scholarly Communications activities in the Library by supporting the Affordable Course Materials Initiative through creating promotional and training materials, preparing Open Educational Resources for dissemination, and supporting related research. In consultation with the Scholarly Communications Librarian, GAs will work on projects based on the students’ learning objectives and how the assistantship would meet the applicant’s career goals as well as unit needs. Students who successfully complete projects in Scholarly Communications gain important transferable skills and exposure to professional software applications and data management strategies that help prepare them for further study or careers in a wide range of fields, including English, Psychology, Public Administration, Criminal Justice, and Education.

Position Details

The Scholarly Communications Graduate Assistantship spans the 2021-2022 academic year during the Fall and Spring semesters with the possibility of renewal for the 2022-2023 academic year. Graduate Assistants are expected to work 20 hours/week for a total of 280 hours/semester. The successful applicant will be awarded a $4,500/semester stipend and maintenance fee waiver (nine hours per semester) for the fall and spring semesters.

Information about graduate assistantships, including compensation, eligibility, and requirements to remain eligible is available on the Graduate School’s Opportunities of Assistantships and Internships page

Duties and Qualifications:

  • assist in scholarly communication and Affordable Course Materials Initiative (ACMI) projects by
    • formatting and copyediting Open Educational Resources prior to publication,
    • assisting in the design and creation of assessment tools, and
    • creating outreach materials;
  • collaborate on the creation of instructional materials related to scholarly communication topics such as publishing, open access, and copyright;
  • and developing Buzzfeed quizzes, blog posts, and other outreach initiatives.
  • conducting research and writing narratives for grant applications;

Required qualifications include:

  • Ability to work with a group and independently and produce high quality, thorough, and accurate work;
  • Strong organizational, analytical and problem-solving skills as well as demonstrated initiative and adaptability;
  • Working knowledge of office productivity suites, such as Microsoft Office and Google Drive;
  • Effective written and oral communication skills
  • Ability to develop and execute project plans
  • Ability to prioritize and follow written instructions within a multitask environment; and
  • and ability to work 20 hours/week during Special Collections’ hours of operation.

Preferred qualifications:

  • Knowledge of or interest in issues of access and equity in higher education
  • Knowledge of or interest in Open Educational Resources and affordable course content
  • Demonstrated web development and/or video editing skills and experience

Application

Interested parties should apply by submitting a cover letter, resume, and application to University of Tennessee at Chattanooga Scholarly Communications Librarian, Rachel Fleming, at Rachel-Fleming@utc.edu review of applications will begin Friday, July 30, 2021.

The cover letter should provide:

  • A description of the applicant’s relevant experience and expertise
  • What the applicant hopes to gain from the assistantship, including learning objectives and how the assistantship would meet the applicant’s career goals.
  • A description of how they would like to positively contribute to the project goals of advancing open and affordable course materials programs in the UT System

We encourage all applicants to think broadly about what they hope to accomplish in their practical experiences.


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