HIST 392 01 / ANTH 381 01: Museums and CommunitiesInstructor: Dr. Katie Clary

Office: Brittain 368Email: mclary@coastal.edu

HIST392Q* - Museums and Communities. (3 Credits): This course provides a comprehensive overview of the field of museum studies, covering the history, development, and definitions of a museum. This course explores how museums function, including operations, interpretation and representation of the past, exhibitions, collections care, education, and public programs. Students in this course examine current practices and issues in museums, with an emphasis on museums’ relationships to their communities, and their roles in society and culture. Students also participate in a hands-on project related to exhibition design and implementation, field trips, and interaction with guest speakers in the field. F, S, Su

Course Instructional Objectives:1. Understand the history of museums and current state of the field of museum studies2. Read and discuss ethical issues in museums3. Explore current issues in the museums’ missions and practices

Student Learning Outcomes:1. Describe the methods, theories and practices of museum studies2. Develop professional knowledge about the field3. Reflect on the history of museums and ethical issues raised by museum work

Course Information

Course Readings and Resources There is an extensive list of the weekly readings attached to this syllabus, as well as a list of books

available for checkout from Dr. Clary. You will have additional weekly readings, articles, websites and/or handouts each week (see class

schedule below). You will have weekly discussion journals related to your readings. Please check Moodle often for updates, assignments and more information.

Field Trips and Off-Campus Assignments We will spend time in some local museums. Visits have been assigned with reasonable due dates to

accommodate busy schedules. We will discuss each trip in detail the week before the trip to be sure everyone is clear on the location,

details and expectations. I will also post information on Moodle. You must turn in a travel form BEFORE the day of the field trip.

Technology Requirements Official communications will be conducted through email. Please check your account regularly. You

may also email me. Do not expect prompt responses to messages on weekends or late evenings. The syllabus, readings, assignments, and other materials will be posted on the class Moodle site. Be

sure to check Moodle regularly for new information, in addition to your email. If you are having problems accessing or need a little training in how to use Moodle – ask me! I’m more

than happy to help you learn to use it.

AssignmentsDetails about Assignments

Remember to use this as a guide for completing assignments! Due dates are listed in your syllabus (last page – important dates) and on your class schedule. You are responsible for keeping up with these dates!!

Grading Breakdown:

Weekly Readings & Journal 10%Discussion & Participation 10%Exhibit Review - Online 10%Exhibit Review – In Person 10%Essay on Why Museums Matter 10%

Class Exhibit Project – 50%Participation 5%Object Selection Exercise 5%

3D Scanning & Printing 5%Interpretation Writing 5%Progress Report 5%Contribution - Tangible 10%Conference Presentation 5%Final Reflective Essay 10%

Weekly Readings: Due each Wednesday. Readings relate to the weekly topics, trips or guest speakers.  Follow the guidelines below for your reading journal, and be sure to bring your notes and/or Reading Journal to class for discussion. 

A note on Required Readings: In this class, you will note there are no in class tests where you are expected to provide times, dates or places.  However, throughout this course you will write essays and projects, and I expect you to incorporate the required readings.  For example, you will not be asked on a test to list the recommended humidity and temperatures for curating leather, ceramic, paper, or photographic materials.  However, if your project portion includes the creation of a museum exhibit, I certainly expect you to reference and incorporate best practice exhibit practices into your work.  

Discussion and Class Participation: You are expected to contribute to discussion in each class, and bring questions and thoughts for guest speakers and for field trips. In addition, discussion forums will be opened on Moodle related to the readings for the week. Discussion posts are held to the same standards of essays: use proper grammar and spelling, and be respectful to yourself and others. These posts will help your participation grade. Engage in a discussion with your classmates on the forum as a continuation of class discussion.

Emphatically, this class is discussion-based. The success of our discussions depends on the participation of all. Students are responsible for being familiar with the week’s required assigned readings. Class discussion guidelines include:

Do not dominate the discussion. Be courteous and respectful of one another. Listen to what is said rather than who said it – responses should not be personalized, and

disagreements in opinion are not to be taken personally.

On the first day of class you will each be assigned to each week’s reading to lead discussions that week in class. You will be responsible for helping to direct the conversation in class, talk about the authors, topic, and all sides of that issue.

Exhibit Reviews and Essays: Follow essay and paper guidelines as instructed. You will receive assignment sheets with more information about these reviews.

**** Class Project: This portion of coursework is half of your grade. In this class, we will be creating a new exhibit for the Horry County Museum. More information about this will be available in class and throughout the semester. Please take this project seriously, as it will be on display at the museum for the foreseeable future. This project will require time spent outside of class working on it, as well as a possible opening event outside of class time, and a conference presentation at the South Carolina Federation of Museums Conference in March in conjunction with the opening of the exhibit.

Guidelines for all essays and papers: Double space, use 12 point New Times Roman font, 1 inch margins. Make sure your work follows standard rules of communicating clearly and concisely, with proper grammatical construction. If you use outside sources, cite them properly or face the repercussions of plagiarism accusation as discussed below in Policies and Procedures. Essays should be turned in on Moodle, but some may need to be printed and turned in during class time.

Course Policies and ProceduresA. Etiquette Off-Campus and Towards Guest Speakers It should go without saying that all students are expected to act in a professional manner in all

locations that we visit, and listen to the professionals we encounter. Please be mindful that all students represent CCU and the Department of History whether on campus

or off, during or outside of class time. No inappropriate behavior, language, or conduct will be tolerated in any circumstances, either inside

or outside of the classroom. Failure to behave properly will result in expulsion from the trip/site, as well as an absence for the day. Further action may be taken depending on the situation.

B. AttendanceClass attendance is critical to your success in this course, especially since active learning and participation, a substantial portion of your grade, require your presence. The University’s class attendance policy is ACAD-125: http://www.coastal.edu/policies/ policyDetails.html?x=120. The policy reads, “Students are obligated to attend class regularly. Absences, excused or not, do not absolve students from the responsibility of completing all assigned work promptly.” In addition, “the instructor is not obligated to allow a student to make up work missed due to an unexcused absence.” Following this policy, an absence will be excused for documented cases of (1) an incapacitating illness; (2) official representation of the University; (3) death of a close relative; and (4) religious holidays. It is your responsibility to acquire sufficient documentation and to provide a copy of the documentation in a timely manner to the instructor. In accordance with ACAD-125, I will impose the grade of F for unexcused absences in excess of 25% (4 classes in this course) of regularly scheduled class meetings.

You are expected to attend all class meetings. Attendance will be taken at each meeting, in class or out. This is a fast-paced class, and we must move quickly to get through the material. Your instructor will allow you two excused absences without penalty.  Each unexcused absence

beyond those three will cost you five points of your overall course average.   After 4 absences, you will receive an F for the course. Excused absences are only allowed with a note from a doctor, mechanic, or funeral. If you are late to class, your instructor will count this as being tardy. Being tardy TWO times will count as an absence. Awareness of all assignments, course materials, and other events are the student’s responsibility,

whether you are present for the class meeting or not. Missed classes cannot be made up, and you may not turn in any assignments late. Make-up work will only be accepted when you provide a suitable written excuse from a doctor or

proper university official. If you have an emergency or sickness, please email the instructor as soon as possible. If you are absent from class it is YOUR responsibility to find out what you missed. It is your responsibility to find information, updates, and changes made during absence or late arrival If you are on a phone or other device during the class, you will be counted as absent.

C. Grading and Assignments Please keep track of your grades on your own. Do not email me to ask about your grades. I am happy to discuss your grades but I will not seek you out to tell you if you are in danger of failing. If you are having any kind of problem with the material or attendance, please let me know so we can

work out a solution. If you don’t notify me I can’t help you. Pay attention to the withdrawal date so that you can drop the class if need. There will be no incompletes in this course unless the circumstances are unusual and arrangements

are made with the instructor.

The completed course grading scale is:A 90-100%B 80-89%C 70-79%D 60-69%F 0-59%

D. Respect and ElectronicsIn order to create and maintain a positive and productive environment in the classroom, it is essential that each person treat other class members and the instructor in a respectful manner. Therefore, disruptive behavior will not be tolerated. Disruptive behavior includes, but is not limited to the following: intentionally antagonizing the instructor, receiving phone messages during class, leaving class early or coming to class late, talking while another individual is talking, sleeping in class, doing assignments for other classes during this class, and engaging in other activities that detract from the learning experience. Students who disrupt the class will be asked to leave for the remainder of the class and will be required to meet with the instructor prior to returning. Continued disruption will result in recommendation to the Office of Judicial Affairs that you be expelled from class.

E. Cheating and PlagiarismIt is expected that all work you complete for this course is your own. You are expected to include appropriate citations (when applicable) in all of your work for this course. The University policy for academic misconduct will be followed. Academic misconduct includes the following behaviors: Plagiarism, cheating, fabrication, or facilitating any such act. These definitions apply:

(1) Plagiarism. The deliberate adoption or reproduction of ideas or words or statements of another person as one’s own without proper acknowledgment.

(2) Cheating. Intentionally using or attempting to use unauthorized materials, information, or study aids in any academic exercise. The term academic exercise includes all forms of work submitted for credit or hours.

(3) Fabrication. Intentional or unauthorized falsification or invention of any information or citation in and academic exercise.

(4) Facilitation. Intentionally or knowingly helping or attempting to help another to violate a provision of the institutional code of academic misconduct.

Any student suspected of violating the academic misconduct policy will be required to meet with me to discuss the situation. Your name will also be forwarded to the Office of Judicial Affairs and Mediation Services for possible disciplinary action. If you are found responsible for committing an act of academic misconduct, you will receive a grade of “F” for the course.

IMPORTANT DATES FOR THE SEMESTER Monday, January 11, 2016 – First Day of Classes Sunday, January 17 through Wednesday, March 23, 2016 - Grade of "W" will be assigned for drops or

withdrawals for Regular Fall Monday, January 18, 2016 - Martin Luther King, Jr. holiday - No classes

Monday, March 07 through Saturday, March 12, 2016 – Spring Break No Classes Wednesday, March 23, 2016 - Last day to drop with a “W,” Last day to request Repeat Forgiveness Friday, March 25, 2016 – Student Holiday – No classes Wednesday, April 27, 2016– Last Day of Classes Thursday, April 28, 2016– Study Day Final Exams: Friday, April 29 through Thursday, May 05, 2016 – Consult course calendar for specifics

Coastal Carolina University is an academic community that expects the highest standards of honesty, integrity and personal responsibility. Members of this community are accountable for their actions and reporting the inappropriate action of others and are committed to creating an atmosphere of mutual respect and trust.

Coastal Carolina University is dedicated to establishing and maintaining a barrier-free environment with all of its resources. Students with physical, psychological, or learning disabilities receive accommodations and assistance through Disability Services. To access services and accommodations, students should obtain documentation of the disability and make an appointment with the Coordinator of Disability Services.

The content of this course, including assignments and readings, is subject to change at the instructor’s discretion as deemed beneficial to the learning process. As changes are made, the instructor will promptly notify the students.

Course Schedule at a Glance

Every Week – Readings, Reading Journal, and Discussion Required

January 13 – Week 1 – What is a museum?Due: Assign Weekly Discussions

January 20 – Week 2 – Who Owns the Past?Speakers:

January 27 – Week 3 – Field Trip to Horry County MuseumDue: Object Selection Draft

February 3 – Week 4 – Exhibits and Interpretation Due: Assessment 1 of Progress on Class AssignmentSpeakers:

February 10 – Week 5 - Museum Administration and Professional Ethics Due: Exhibit Review 1Speakers:

February 17 – Week 6 - Museum Financing, and Governance Due: All Drafts and Information for in-class workshopSpeakers:

February 24 – Week 7 - Objects and Collecting, Collection CareSpeakers:

March 2 – Week 8 - Museums and AudiencesDue: Final Interpretation PanelSpeakers:

March 9 – Spring Break

March 16 – Week 9 - WORK DAYDue: Progress Report – by midnight; Scanning and Printing Completed

March 23 – SCFM ConferenceDue: SCFM Conference Presentation

March 30 – Week 11 - The Museum in the Digital Era. Virtual Exhibits and Digital HistoryDue: Exhibit Review 2Speakers:

April 6 – Week 12 - Race, Gender, and Power: Inclusion and Exclusion in MuseumsDue: Reflection on Exhibit ProcessSpeakers:

April 13 – Week 13 – Why do Museums Matter? Due: Essay: Why Museums MatterSpeakers: Whole Class

April 20 – Week 14 - Current Issues and Debates in MuseumsSpeakers: Whole Class

April 27 – Week 15 - Museum Futures and Your Future in the MuseumSpeakers: Whole Class

April 29 – 1:30 - FINAL – Final Reflective Essay and Presentation

Detailed Reading Schedule

January 13 – Week 1 – What is a Museum? What ISN’T a museum? What jobs are available in museums, and what types of skills do you need for those jobs?Due: Assign Weekly Discussions, Assign Job Application

Required readings from the Internet:

** added ** https://katiestringer.wordpress.com/2013/04/18/what-is-a-museum-anyway-definitions-and-explorations/

Running a Museum: , explore the table of contents for information about the roles involved in running a museum. Foreword and Introduction, http://icom.museum/uploads/tx_hpoindexbdd/practical_handbook.pdf

The American Alliance of Museums, Find a Job - http://www.aam-us.org/resources/careers SC Federation of Museums Jobs List - http://www.southcarolinamuseums.org/employment-

opportunities Leicester Jobs Desk - http://www2.le.ac.uk/departments/museumstudies/JobsDesk Dana, John Cotton, The New Museum (Woodstock, VT: The Elm Tree Press, 1917), p 9-39.

(https://books.google.com/books?id=DY1MAAAAMAAJ&printsec=frontcover&dq=John+Cotton+Dana+the+new+museum&hl=en&sa=X&ei=xfbCVPvSAsqnNuC4g9gG&ved=0CCgQ6AEwAA#v=onepage&q&f=false)

Dillenburg, Eugene. “What, If Anything, Is a Museum?” Exhibitionist, Spring 2011, p. 8-13. (http://name-aam.org/uploads/downloadables/EXH.spg_11/5%20EXH_spg11_What,%20if%20Anything,%20Is%20a%20Museum__Dillenburg.pdf)

Required readings on Moodle:

A. H. Saxon “P. T. Barnum and the American Museum” The Wilson Quarterly, Vol. 13, No. 4 (Autumn, 1989), pp. 130-139.

Optional Readings: Panero, James, “Future Tense, VII: What’s a Museum?” The New Criterion, Volume 30, March

2012, p. 4. - http://www.newcriterion.com/articles.cfm/Future-tense--VII--What-s-a-museum--7298

Low, Theodore. “What Is a Museum?” (1942), Reinventing the Museum. Lanham, MD: AltaMira Press, 2004, p. 30-43.

Schlatter, Elizabeth. Museum Careers: A Practical Guide for Students and Novices (Walnut Creek, California: Left Coast Press, 2008), p 9 - 31. - https://books.google.com/books?id=psD8aSnyO6oC&lpg=PP1&dq=isbn%3A1611325617&pg=PP1#v=onepage&q&f=false

Cameron, Duncan F. “The Museum, a Temple or the Forum” (1971), Reinventing the Museum. Lanham, MD: AltaMira Press, 2004, p. 61-73.

Janes, Robert. “Museums and Irrelevance,” Museums in a Troubled World: Renewal, Irrelevance or Collapse? Routledge, 2009.

National Standards & Best Practices. American Association of Museums. - http://www.aam-us.org/resources/ethics-standards-and-best-practices/standards

January 20 – Week 2 – Who Owns the Past? Cultural property, cultural patrimony, and repatriationDue: Job Application

Required online:https://www.youtube.com/watch?v=uKZ_ilKcsEM

January 20 – Week 2, Continued – Who Owns the Past? Required readings on Moodle:

Weil, Stephen. “From Being Something about Something to Being Something for Somebody” in Stephen Weil, Making Museums Matter (Washington: Smithsonian Institution, 2002), pp. 28-52.

Panel Discussion; Protecting Native American Human Remains, Burial Grounds, and Sacred Places: James Riding In, Cal Seciwa, Suzan Shown Harjo and Walter Echo-Hawk. Wicazo Sa Review, Vol. 19, No. 2, Colonization/Decolonization, I (Autumn, 2004), pp. 169-183

“Policy on Human Remains Held by the University of Oxford’s Museums,” Oxford University Gazette, Supplement (2) to No. 4787, November 15, 2006, p. 373-377.

O’Sullivan, Jerry and Jim Killgore, “Human Remains in Irish Archaeology”, The Heritage Council, 2003, p. 5-23.

Appiah, Kwame Anthony, “Whose Culture Is It?” The New York Review of Books, Volume 53, Number 2 (2006).

Cuno, James –Introduction “The Crux of the Matter” from Who Owns Antiquity

Optional Readings: James Ede, “Who Owns Objects? A View from the Antiquities Trade,” in Who Owns Objects?

(pp.77-82) Colwell-Chanthaphonh, Chip, Rachel Maxson and Jami Powell, “The repatriation of culturally

unidentifiable human remains,” Museum Management and Curatorship, Volume 26, Number 1, February 2011, p. 27-43.

Coody Cooper, Karen, Spirited Encounters: American Indians Protest Museum Policies and Practices. Lanham, MD: AltaMira Press (2008), p. 137-169.

Lambert-Pennington, Katherine, “What Remains? Reconciling Repatriation, Aboriginal Culture, Representation and the Past,” Oceania 77, 2007, p. 313-336.

Specht, Jim and Carolyn MacLulich, “Changes and Challenges: The Australian Museum and Indigenous Communities,” Archaeological Displays and the Public: Museology and Interpretation, ed. Paulette M. McManus.

Trofanenko, Brenda, “Displayed Objects, Indigenous Identities, and Public Pedagogy, “ Anthropology and Education Quarterly, Volume 37, Number 4, p. 309-327.

Brodie, Neil, “Introduction,” Archaeology, Cultural Heritage, and the Antiquities Trade, eds. Neil Brodie, Morag M. Kersel, Christina Luke, and Kathryn Walker Tubb. University Press of Florida, p. 1-24.

Lazrus, Paula Kay, “Supporting and Promoting the Idea of a Shared Cultural Patrimony,” Archaeology, Cultural Heritage, and the Antiquities Trade, eds. Neil Brodie, Morag M. Kersel, Christina Luke, and Kathryn Walker Tubb. University Press of Florida, p. 270-283.

Brodie, Neil and Christina Luke, “Conclusion: The Social and Cultural Contexts of Collecting,” Archaeology, Cultural Heritage, and the Antiquities Trade, eds. Neil Brodie, Morag M. Kersel, Christina Luke, and Kathryn Walker Tubb. University Press of Florida, p. 303-319.

Corrin, Lisa G. “Mining the Museum: An Installation Confronting History” (1993) in Reinventing the Museum. Lanham, MD: AltaMira Press, 2004, p. 248-256.

Sokal, Marina Papa, “The U.S. Legal Response to the Protection of the World Cultural Heritage,” Archaeology, Cultural Heritage, and the Antiquities Trade, eds. Neil Brodie, Morag M. Kersel, Christina Luke, and Kathryn Walker Tubb. University Press of Florida, p. 36-67.

Renfrew, Colin, “Museum Acquisitions: Responsibilities for the Illicit Traffic in Antiquities,” Archaeology, Cultural Heritage, and the Antiquities Trade, eds. Neil Brodie, Morag M. Kersel, Christina Luke, and Kathryn Walker Tubb. University Press of Florida, p. 245-257.

January 27 – Week 3 – Field Trip

February 3 – Week 4 – Exhibits and Interpretation Due: Assessment 1

Required Reading on Moodle Parman, Alice. Exhibit Makeovers: Do-It-Yourself Exhibit Planning. History News. Vol. 65, No. 1

(WINTER 2010), pp. 1-8 Baker, Charles L. Planning Exhibits: From Concept to Opening. History News. Vol. 36, No. 4 (April

1981), pp. 21-28 Czajkowski, J. W. 2011. Changing the Rules: Making Space for Interactive Learning in the

Galleries of the Detroit Institute of Arts. Journal of Museum Education 36(2):171-178. Rose, Julia. Interpreting Difficult Knowledge, History News. Vol. 66, No. 3 (Summer 2011), pp. 1-8 McLean, Kathleen. “Museum Exhibitions and the Dynamics of Dialogue” (1999), Reinventing the

Museum. Lanham, MD: AltaMira Press, 2004, p. 193-211 Serrell, Beverly. 1996. Exhibit Labels: An Interpretive Approach. Chapters 1-4, pp. 1-50, Alta Mira

Press, New York.

Required Readings from the Internet Smithsonian, Museum on Main -

http://www.museumonmainstreet.org/education/How_To_Create_An_Exhibition.pdf AASLH Exhibit Label Basics - http://blogs.aaslh.org/exhibit-label-basics/

Suggested Readings:

Flowers, Jeffrey and Alice Parman, Exhibit Makeovers, p 1-5 and 59-76. Flagler, M. C. 2012. Interpreting Difficult Issues. In Interpretation: Education, Programs, and

Exhibits, edited by C. Catlin-Legutko and S. Klinger, pp. 26-48. Small Museum Toolbox. Volume 5. AltaMira Press, New York

Johnson, L., Witchey H., Smith, R., Levine, A., and Haywood, K. The 2010 Horizon Report: Museum Edition. Austin, TX: The New Media Consortium, 2010.

Smith, Jeffrey K. and Pablo P.L. Tinio, “Audibly Engaged: Talking the Walk,” Digital Technologies and the Museum Experience, eds. Loic Tallon and Kevin Walker. AltaMira Press, p. 63-78.

Yellis, Ken, “Fred Wilson, PTSD, and Me: Reflections on the History Wars,” Curator: The Museum Journal. Volume 52, Issue 4, p. 333-348, October 2009.

Thompson, Phillip, “Visitors with Special Needs,” The Manual of Museum Planning, 2nd Edition, eds. Gail Dexter Lord and Barry Lord (AltaMira Press, 1999), p. 69-84.

February 10 – Week 5 - Museum Administration and Professional Ethics Due: Exhibit Review 1

Required Reading on Moodle David Carr “Balancing Act: Ethics, Mission, and the Public Trust” Museum News,

September/October 2001. Herreman, Yani, “The Role of Museums and the Professional Code of Ethics,” Running a Museum:

A Practical Handbook (International Council of Museums, 2004), p 91-104. (http://icom.museum/uploads/tx_hpoindexbdd/practical_handbook.pdf)

Rowe, Earle L., “Museum Ethics,” Proceedings of the American Association of Museums, 11:137-142, 1917.

Genoways, Hugh H. and Lynne M. Ireland, “Introduction,” Museum Administration: An Introduction. Walnut Creek: AltaMira Press, 2003, p. 1-20.

Genoways, Hugh H. and Lynne M. Ireland, “Personnel Management,” Museum Administration: An Introduction. Walnut Creek: AltaMira Press, 2003, p. 161-173.

Genoways, Hugh H. and Lynne M. Ireland, “Ethics and Professional Conduct,” Museum Administration: An Introduction. Walnut Creek: AltaMira Press, 2003, p. 223-245

Required readings from the Internet Edson, Gary, “Museum Management,” Running a Museum: A Practical Handbook (International

Council of Museums, 2004), p. 133-146. (http://icom.museum/uploads/tx_hpoindexbdd/practical_handbook.pdf)

Boylan, Patrick J., “Managing People,” Running a Museum: A Practical Handbook (International Council of Museums, 2004), p. 147-160. (http://icom.museum/uploads/tx_hpoindexbdd/practical_handbook.pdf)

National Standards & Best Practices. American Association of Museums. - http://www.aam-us.org/resources/ethics-standards-and-best-practices/standards

Optional Readings: Sullivan, Robert. “Evaluating the Ethics and Consciences of Museums (1994), Reinventing the

Museum. Lanham, MD: AltaMira Press, 2004, p. 257-263. Simmons, John E., Things Great and Small: Collections Management Policies. American

Association of Museums, 2006, p. 147-153.

February 17 – Week 6 - Museum Financing, and Governance

Required readings from the Internet Roles and Responsibilities of Museum Board of Trustees -

http://museums.ca/uploaded/web/docs/trusteesguidelines.pdf Top 15 Non-profit Board Governance Mistakes (From a Legal Perspective),

http://charitylawyerblog.com/2009/10/05/top-15-non-profit-board-governance-mistakes-from-a-legal-perspective/#ixzz3wOa4N58m

Engaging Places, “Where Boards Fall Short” - http://engagingplaces.net/2015/01/06/hbr-where-boards-fall-short/#more-2664

AAM Financial Stability - http://www.aam-us.org/resources/ethics-standards-and-best-practices/financial-stability

Jacqueline Trescott “Smithsonian Gifts With Strings Alarm Some Scholars; Secretary's Dealings with Big Donors Questioned by Staff” The Washington Post - https://www.highbeam.com/doc/1P2-437229.html

Grant, Daniel. “How Do Museums Pay for Themselves These Days?” - http://www.huffingtonpost.com/daniel-grant/museum-cuts_b_1816309.html

IMLS - https://www.imls.gov/grants/apply-grant/available-grants NEH - http://www.neh.gov/grants/public/museums-libraries-and-cultural-organizations-

implementation-grants Museum Budget Worksheet - https://www.pwc.com/us/en/about-us/corporate-

responsibility/corporate-responsibility-report-2011/community/financial-literacy-curriculum-pdfs/17-planning-and-money-management-3-5/3-pwc-planning-and-money-mgmt-3-5-handout-b.pdf

2012 AAM Museum Salary Study - https://freshinthefield.files.wordpress.com/2012/12/2012_museum_salary_study.pdf

Cristina Da Milano, Kirsten Gibbs and Margherita Sani, eds. Volunteers in Museums and Cultural Heritage (A European Handbook)/   pp. 34-51 http://online.ibc.regione.emilia-romagna.it/I/libri/pdf/VOCH_Inglese.pdf

Smith, Ria - A Guide to Student Volunteering in Museums/  University of Readings pp. 4-7http://www.reading.ac.uk/web/FILES/volunteersformuesums/A_guide_to_student_volunteering_in_museums.pdf

February 24 – Week 7 - Objects and Collecting, Collection Care

Required Reading from the Internet:

Review the Connecting to Collections website - http://www.connectingtocollections.org/archivecollectionscare/

May Day preparedness - https://katiestringer.wordpress.com/2013/05/01/may-day-may-day-the-importance-of-disaster-preparedness/

Library of Congress - http://www.loc.gov/preservation/care/ Michalski, Stefan, “Care and Preservation of Collections,” Running a Museum: A Practical

Handbook (International Council of Museums, 2004), p. 51-89.

Required Readings from Moodle: James B. Gardner and Sarah M. Henry “September 11 and the Mourning After: Reflections on

Collecting and Interpreting the History of Tragedy” The Public Historian, Vol. 24, No. 3 (Summer 2002), pp. 37-52.

Genoways, Hugh H. and Lynne M. Ireland, “Collections Management Policies,” Museum Administration: An Introduction. Walnut Creek: AltaMira Press, 2004, p. 175-195.

Weil, Stephen E. “Collecting Then, Collecting Today: What’s the Difference?” (2002) in Reinventing the Museum. Lanham, MD: AltaMira Press, 2004, p. 284-291.

Meister, N. B. and J. Hoff. 2012. Collections Planning: Best Practices in Collections Stewardship. In Stewardship; Collections and Historic Preservation, edited by C. Catlin-Legutko and S. Klinger, pp. 108-131. Small Museum Toolbox. vol. 6. AltaMira Press, New York.

Blankenship, Jody, Mike Deetsch, Stacia Kuceyeski, and Megan Wood. 2011. Designing Education Programs that Connect Students to Collections, pp. 1-8. AASLH Technical Leaflet, #254.

Optional Readings: Reilly, J. A. 2012. Conservation Planning. In Stewardship; Collections and Historic Preservation,

edited by C. Catlin-Legutko and S. Klinger, pp. 132-146. Small MuseumToolbox. vol. 6. AltaMira Press, New York.

Smithsonian Museum Conservation Institute: Project Summaries 2009 Milner, Carole. “Who Cares? Conservation in a Contemporary Context” (1999) in Reinventing the

Museum. Lanham, MD: AltaMira Press, 2004, p. 297-302. Grattan, David and John Moses, “Intangible Heritage: Museums and Preservation,” Preservation

Management for Libraries, Archives and Museums, eds. G.E. Gorman and Sydney J. Shep (Facet, 2006), p 42-53.

Weil, Stephen E., “Twenty One Ways to Buy Art,” Making Museums Matter (Smithsonian, 2002), p. 151-155.

Brister, Ron, “Management of Archaeological and Historical Collections,” Lecture Notes. Brister, Ron, “Management of Historical Collections,” Lecture Notes. Genoways, Hugh H. and Lynne M. Ireland, “Facilities Management,” Museum Administration: An

Introduction. Walnut Creek: AltaMira Press, 2003, p. 197-221. Lewis, Ralph H., “Cleaning Exhibits,” Manual for Museums (National Park Service, 1976), p 328-

334. Barker, Rachel and Patricia Smithen, “New Art, New Challenges: The Changing Face of

Conservation in the Twenty-First Century,” New Museum Theory and Practice, ed. Janet Marstine (Malden, MA: Blackwell Publishing, 2006), p. 86-106.

National Standards & Best Practices. Washington, D.C.: American Association of Museums, 2008, p. 44-57 and 72-74.

Ladkin, Nicola, “Collections Management,” Running a Museum: A Practical Handbook (International Council of Museums, 2004), p. 17-30.

Roberts, Andrew, “Inventories and Documentation,” Running a Museum: A Practical Handbook (International Council of Museums, 2004), p. 31-50.

Michalski, Stefan, “Care and Preservation of Collections,” Running a Museum: A Practical Handbook (International Council of Museums, 2004), p. 51-89.

March 2 – Week 8 - Museums and AudiencesDue: Assessment 2

Required readings from Moodle: Abrams, Ruth J. “History Is As History Does: The Evolution of a Mission-Driven Museum,”

Looking Reality in the Eye: Museums and Social Responsibility (University of Calgary Press), p, 19-42.

Weaver, Stephanie, “What Do They Want?” Creating Great Visitor Experiences: A Guide for Museums, Parks, Zoos Gardens and Libraries (Left Coast Press, 2008), p. 25-32.

Weaver, Stephanie, “The Bear on the Bicycle: The Visitor Experience Defined” Creating Great Visitor Experiences: A Guide for Museums, Parks, Zoos Gardens and Libraries (Left Coast Press, 2008), p. 18-22.

Weaver, Stephanie, “Getting Them to Come Back,” Creating Great Visitor Experiences: A Guide for Museums, Parks, Zoos Gardens and Libraries (Left Coast Press, 2008), p.33-42.

Reading: Gretchen Jennings “Time to Listen” Curator: The Museum Journal, Vol. 46, No. 4, 2003, pp.371-384 Erica Kiessner "Drinking it up: Museum Outreach extends to the Pub" Museum, Vol. 88 No. 3 pp.

56-59, 2009 May/June.

Stringer, Katie. “Legacy of the Dime Museum” in History News.

Required readings from the Internet: Woolard, Vicky, “Caring for the Visitor,” Running a Museum: A Practical Handbook (International

Council of Museums, 2004), p 105-119. (http://icom.museum/uploads/tx_hpoindexbdd/practical_handbook.pdf) (accessed January 23, 2015)

Optional Readings: Hooper-Greenhill, Eilean, “Studying Visitors,” A Companion to Museum Studies (Published

online Nov 30, 2007), p. 362-376. Kingsolver, Barbara, “The Space Between,” High Tide in Tucson (Harper Collins, 1995), p. 146-

157. Barnett, Gail, “Modern Museums” A Visitor-Centered Approach to Doing Business,” CLS Journal

of Museum Studies, Volume 6, Number 1 (2012), p. i – 18. Wilkening, Susie and James Chung, “Generation Y,” Life Stages of the Museum Visitor: Building

Engagement Over a Lifetime (AAM, 2009), p. 87-101. Lindauer, Margaret, “The Critical Museum Visitor,” New Museum Theory and Practice, ed. Janet

Marstine (Blackwell Publishing, 2006), p. 203-225. Hood, Marilyn G. “Staying Away: Why People Choose Not to Visit Museums,” (1983) in

Reinventing the Museum. Lanham, MD: AltaMira Press, 2004, p. 297-302.

March 16 – Week 9 - WORK DAY in class – attendance takenDue: Progress Report – by midnight

March 23 – Week 10 - Museum Education and Interpretation

Required Readings from the Internet: Simon, Nina, The Participatory Museum. Santa Cruz: Museum 2.0, 2010, Chapter 1.

http://www.participatorymuseum.org/chapter1/ Stringer, Katie. “Flexibility and Organization in Museum Education”

https://katiestringer.wordpress.com/2010/07/29/organization-and-flexibility-in-museum-education/

The Met, For Educators - http://www.metmuseum.org/learn/for-educators Smithsonian – For Educators - http://www.smithsonianeducation.org/educators/index.html Museum Ed Community - http://www.museum-ed.org AAM Education Best Practices - http://www.aam-us.org/resources/ethics-standards-and-best-

practices/education-and-interpretation AAM Excellence in Practice -

http://www.aam-us.org/docs/default-source/accreditation/committee-on-education.pdf?sfvrsn=0

Required readings from Moodle:

Garcia, Ben, "What We Do Best," Journal of Museum Education Vol. 37. No. 2. (2012), pp. 47-55. Johnson, Anna, The Museum Educator's Manual: Educators Share Successful Techniques, (New

York: Altamira Press, 2009), pp. 7-14.

Mary Ellen Flannery, “’It Can’t Just Be Fun’: What Teachers Want from Field Trips,” in Museum, January-February 2010

Optional Readings: Richter, Katrina, “Homeschoolers Are Always Late. What Every Museum Needs To Know about

Alternative Learners” Museum News, March/April 2007. Peter Liebhold, “Experiences from the Front Line: Presenting a Controversial Exhibition during

the Culture Wars” The Public Historian, Vol. 22, No. 3 (Summer, 2000), pp. 67-84; Edward T. Linenthal “Anatomy of a Controversy” in Edward T. Linenthal and Tom Engelhardt

(Eds.) History Wars. The Enola Gay and other Battles for the American Past (New York: Metropolitan Books, 1996, pp.9-63.

March 30 – Week 11 - The Museum in the Digital Era. Virtual Exhibits and Digital HistoryDue: Exhibit Review 2

Required readings from Moodle: Scott Wands, Erica Donnis, Susie Wilkening “Do Guided Tours and Technology Drive Visitors

Away?” History News, Spring 2010, pp.21-25. Philips, Lori Byrd. 2013. The Temple and the Bazaar: Wikipedia as a Platform

for Open Authority in Museums. Curator Volume 56, Number 2. Proctor, Nancy. 2011. Mobile Apps for Museums: The AAM Guide to Planning and Strategy, pp. 7-

24. American Association of Museums, Washington D.C. Crow, William B. and Herminia Wei-Hsin Din. 2011. All Together Now: Museums and Online

Collaborative Learning, pp. 29-71. American Association of Museums. Hirtle, Peter, et al. 2009. Copyright and Cultural Institutions: Guidelines for Digitization for U.S.

Libraries, Archives, and Museums, Cornell University Library. Shirkey, Clay. 2010. Cognitive Surplus: Creativity and Generosity in a Connected Age, pp. 1 - 29.

Penguin Books, New York.

Required Readings from the Internet New Media Consortium Horizon Project – 2013 Museum Edition.

http://www.nmc.org/publications/2013-horizon-report-museum o D. Cohen & R. Rosenzweig, Digital History: A Guide to Gathering, Preserving, and Presenting the Past

on the Web o Introduction - http://chnm.gmu.edu/digitalhistory/introduction/

o Roy Rosenzweig Center for History and New Media - http://chnm.gmu.edu/

April 6 – Week 12 - Race, Gender, and Power: Inclusion and Exclusion in MuseumsDue: Assessment 3

Required Readings from Moodle: Mesa-Baines, Amalia, “The Real Multiculturalism: A Struggle for Authority and Power (1992) in

Reinventing the Museum. Lanham, MD: AltaMira Press, 2004, p. 99-109. Connolly, Robert P. et al. 2012. The C.H. Nash Museum at Chucalissa: Community Engagement

at an Archaeological Site. Museum and Social Issues, Volume 7, No. 2, pp. 227-243. Sanders, J. H. 2008. The Museum's Silent Sexual Performance. Museums and Social Issues

3(1):pp. 15-27. Stringer, Katie. 2014 Programming For People With Special Needs. American Association for

State and Local Histories Series. Rowman & Littlefield Press. pp. 1-22. (Chapters 1 and 2).

Tate, Natalye, “Museums as Third Places or What? Accessing the Social without Reservations,” Museums & Social Issues, Volume 7, Number 2, Fall 2012, p. 269-283.

Required Reading from internet Bodinger de Uriarte, John and Melissa Biggs, “Wag(er)ing Histories, Staking Territories:

Exhibiting Sovereignty in Native America,” Museum and Society, Volume 11, Number 2 (July 2013), p. 136-171. (https://www2.le.ac.uk/departments/museumstudies/museumsociety/documents/volumes/uriarte)

Suggested Readings: Deepwell, Katy, “Feminist Curatorial Strategies and Practices Since the 1970s,” New Museum

Theory and Practice, ed. Janet Marstine (Malden, MA: Blackwell Publishing, 2006), p. 64-84. Connolly, Robert P., “From Actors to Directors: New Voices at the C.H. Nash Museum at

Chucalissa,” Practicing Anthropology, Volume 33, Number 2, Spring 2011, p. 35-39. Cooks, Bridget R. Exhibiting Blackness (University of Massachusetts Press, 2011), p. 1-16 and

135-154. Harjo, Suzan Shown, “Just Good Sports: The Impact of “Native” References in Sports on Native

Youth and What Some Decolonizers Have Done About It,” For Indigenous Eyes Only: A Decolonization Handbook, eds. Waziyatawin Angela Wilson and Michael Yellow Bird. (Santa Fe: School of American Research), p. 31-52.

Charters, Claire and Rodolfo Stavenhagen (eds.), Making the Declaration Work: The United Nations Declaration on the Rights of Indigenous Peoples. (Copenhagen: IWGIA, 2009).

Schamberger, Karen, “Resistance, Advocacy and Education: Collecting and Exhibiting ‘Race.’” Museums Australia National Conference 2010, p. 146-151.

Eldridge, Laurie A., “Ruthe Blalock Jones: Native American Artist and Educator,” Visual Arts Research, Volume 35, Number 2 (2009), p. 72-85.

Communities and Museums as Active Partners, Paul Hamlyn Foundation, p. 1-7. Brown, Claudine K. “the Museum’s Role in a Multicultural Society” (1992) in Reinventing the

Museum. Lanham, MD: AltaMira Press, 2004, p. 143-149.

April 13 – Week 13 – Why do Museums Matter? Museums and communities: stakeholders, civic engagement, and the power of museums Due: Essay: Why Museums Matter

April 20 – Week 14 - Current Issues and Debates in Museums

Each student must bring article. A forum will be opened on Moodle, and there are not to be any repeats among the articles students bring. Bring more than one if you are so inclined!

April 27 – Week 15 - Museum Futures and Your Future in the Museum

Required Readings from Moodle

Smith, Charles, Saumarez. 2006. The Future of the Museum. In A Companion to Museum Studies, edited by Sharon Macdonald, pp. 543-554. Blackwell Publishing, Malden MA.

Merritt, Elizabeth. 2012. Because Food Can Change the World. Museums and Social Issues, Vol. 7, Number 1, pp. 13-21.

Required Readings from the Internet Museums and Society 2034: Trends and Potential Futures. 2010. American Association of

Museums. http://www.aam-us.org/docs/center-for-the-future-of-museums/museumssociety2034.pdf (accessed 8/22/14)

The Future of Museums and Libraries: A Discussion Guide. 2009. The Institute of Museum and Library Services. http://www.imls.gov/assets/1/AssetManager/DiscussionGuide.pdf (accessed 8/22/14)

Museums, Libraries, and 21st Century Skills. 2009. The Institute of Museum and Library Services. http://www.imls.gov/assets/1/AssetManager/21stCenturySkills.pdf (accessed 8/22/14)

Farrell, Betty and Maria Medvedeva. 2010. Demographic Transformation and the Future of Museums. American Association of Museums. http://culturalpolicy.uchicago.edu/publications/Demographic-Transformation.pdf (accessed 8/22/14)

Merritt, Elizabeth. 2014. Trendswatch 2014. American Alliance of Museums. http://www.aam-us.org/docs/default-source/center-for-the-future-of-museums/2014_trendswatch_lores-with-tracking-chip.pdf?sfvrsn=0 (accessed 8/23/14)

April 29 – 1:30 - FINAL – Final Reflective Essay and Presentation

Books Available for Check-Out from Dr. Clary

AASLH STEPS notebook information. Anderson, Reinventing the Museum. Atwood, Roger. Stealing History. Connection to Collections notebook. Davis. How Students Understand the Past. Foner, Eric. Who Owns History?Genoways and Ireland. Museum AdministrationGenoways. Museum Philosophy. Harris. New Solutions for House MuseumsHitchens, Christopher. The Elgin Marbles.Sandell, Richard. Museums, Society, Inequality. Serrell, Beverly. Exhibit Labels: An Interpretive Approach.Simon, Nina. The Participatory Museum. Stringer, Katie. Programming for People with Special Needs. The Good Guide: A Sourcebook for Interpreters. Trigger, Bruce. Artifacts and Ideas. Weil, Stephen. A Cabinet of Curiosities.Wineburg, Sam. Historical Thinking.