Abstract
The literature on archival education contains few empirical studies about how future professionals are educated in practice. Practical components in archival education can provide students not only with training opportunities for entry-level qualification but also (and more importantly) with different types of learning experiences that may last throughout their professional lives. This article looks at the practical component in the archival curriculum based upon a case study of the Archival Representation course at the University at Albany (State University of New York). This course uses actual collections from nearby archives in semester-long projects. The collaboration between classroom and workplace was initiated to enhance the students' learning experience. This study explores how professional knowledge is materialized and applied through practical archival processing projects. Specifically, it investigates (1) the major effects of project-based learning and how students and archivists perceive them;...
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