George McDaniel (center) with the HLI Associates 2018.
This blog has laid fallow for many weeks because I’ve been pulled away by the History Leadership Institute’s seminar in November and my museum management courses at George Washington University (plus jury duty!). That doesn’t mean I haven’t been collecting ideas and resources to share and with winter break upon me, I’ll be posting regularly again.
Today, I’m sharing one of the products created at the History Leadership Institute (HLI). The program not only aims to provide a benefit to the people and organizations that participate but also to the field as a whole. An example is the session on responding to public tragedies.
History organizations are showing a rising interest in playing a more active role in their communities, but when a public tragedy strikes, how should we respond? Public tragedies can take a variety of forms and are unpredictable, as seen in 9/11, Parkland, Columbine, Hurricane Katrina, and California’s Camp Fire.
In my “Introduction to Museum Management” course at George Washington University, we spend an entire day on the purpose and value of mission statements, which is prompted by a wide-ranging set of readings:
Anderson, Gail. “A Framework: Reinventing the Museum” in Reinventing the Museum, pages 1-9.
Drucker, Peter. “The Commitment”, “Leadership is a Foul-Weather Job”, and “Summary: The Action Implications.” Chapters 1, 2, and 5 in Part 1 in Managing the Nonprofit Organization.
Weil, Stephen. “Creampuffs and Hardball: Are You Really Worth What You Cost or Just Merely Worthwhile?” Chapter 11 in Reinventing the Museum.
“Mission and Planning” in AAM’s Standards for U.S. Museums, pages 33-37.
Desmidt, Sebastian, Anita Prinzie, and Adelien Decramer, “Looking for the Value of Mission Statements: A Meta-Analysis of 20 Years of Research.” Management Decision 49, no. 3 (2011), 468-483.
Liket, Kellie C., Marta Rey-Garcia, and Karen E. H. Maas, “Why Aren’t Evaluations Working and What to Do About It: A Framework for Negotiating Meaningful Evaluation in Nonprofits,” American Journal of Evaluation 35, no. 2 (June 2014): 171-188.
Each of the readings prompted a list of principles and practices for mission statements, which they used to assess a set of 20 randomly-selected mission statements from museums in the United States. Based on their analysis, they identified the following mission statements as models of excellence (in alphabetical order): Continue reading →
While AAM is doing well with about $10 million in annual revenues and net assets of $2 million, the regional museum associations are much much smaller by comparison. Their annual revenues range from $70,000 to $600,000, which is 1-7% of AAM’s annual revenues (see Figure 1).
Figure 1. Chart of revenues for regional museum associations in the US, FY 2014-16.
That might be acceptable given these associations serve a few states rather than all 50, but a further analysis of their financial condition in fiscal years 2014-2016 suggests that their health is decidedly mixed: Continue reading →
GW’s Museum Management class in the midst of a whirlwind tour of the Smithsonian on a hot and humid day in Washington, DC.
As I enter my second semester as a full-time faculty member in the Museum Studies Program at George Washington University, I’ve adopted a “flipped classroom” format and am fully integrating theory with real-life experiences. It’s been an incredible amount of work to revise my syllabi this summer, but so far, the students seem to be learning and enjoying their classes more (we’ll see how the evaluations look at the end of the semester!).
In my museum management class, students will complete an abridged version of a MAP Organizational Assessment for a museum, relying on information available from the website, newspaper articles, IRS Form 990, and the AAM Standards. I assigned the museums based on a random selection to represent the diversity of museums in the United States. We work through the Standards and as we discuss each topic in class, such as governance or collections, we’ll talk about how their particular museum has approached it. This week we’ll be discussing mission so they’ll be evaluating the mission statements for the 25 museums we’re examining in class to determine a set of criteria and identify model mission statements.
New this semester is my course on project management in museums. Our core readings are: Continue reading →
Exhibition hall at IGU/NCGE/CGA meeting in Quebec, August 2018.
I’ve just returned from Quebec where I attended an international geography conference that was a combination of the annual meeting of the Canadian Association of Geographers (CAG), the annual conference of the National Council for Geographic Education (NCGE), and the regional conference for the International Geography Union (IGU). Despite the combination of organizations, I’d guess it would be comparable to a regional museum association meeting of about 500 people with the usual sessions, plenary speakers, and exhibition hall.
The big difference from museum and history conferences is that the geography associations seem to accept all presentation proposals. Each presentation is assigned a 15-minute slot in a 60 to 90-minute session according to their committees or study groups (e.g., health care, tourism, indigenous peoples, islands). Presenters in the same session usually have not met each other and there’s no moderator, so it’s just one presentation after another with no introductions or transitions. The result is that a session can be a mixed bag, so a session on “teaching geographic content” included Continue reading →
This 1:30 video features a video projected on a table showing scholars at work behind-the-scenes as part of a small exhibition on research and conservation at the Huntington Library, Art Collections, and Botanical Gardens in San Marino, California. It was installed a few years ago in the former board room of the historic library building and is another example of the expanded ways that video is being used in exhibitions (it’s not just a tv monitor anymore).
You may notice that there’s no one in the exhibition. I do deliberately take photos of exhibitions without people so that the entire design can be seen, however, I also take them with people to show how they interact with the content. In this instance, it was a busy day but very few people wandered in and when they did, it was a quick glance and then back out–despite the cleverness of the video projection. I can perhaps guess at the reasons—located off to the side, uninteresting topic, and passive experience—but it could also be a lost opportunity to do something more intriguing and distinctive.
You’d think historic sites and geography would be an obvious combination because they both focus on place, and yet, I didn’t really see the connection until a few years ago when I started teaching at George Washington University. Joe Downer, an archaeologist at Mount Vernon who was participating in my historic house museum class, inspired me with his work using ArcGIS and their annual conference. By coincidence, I was conducting research for my anthology on interpreting African American history and culture and encountered useful articles in the Journal of Historical Geography, Southeastern Geographer, and Geographical Review. Finally, my wife became the Executive Director of the Society of Woman Geographers, which introduced me to lots of geographers across the United States (you mean they don’t just create maps?). As a result, I’ve increasingly used geographical along with historical approaches in my courses and in the business and interpretive plans I develop for my clients.
Next month, I’m diving in deeper by attending a conference of geography conferences: 2018 International Geographical Union (IGU) Regional Conference; Canadian Association of Geographers (CAG) Annual Meeting; and the National Council for Geographic Education (NCGE) Annual Conference (or as they say in Quebec, Congrès régional de l’UGI – Congrès annuel de l’ACG – Congrès annuel du NCGE). Yes, it’ll be in Quebec, so I’m a bit nervous that the language and content will be foreign to me. Nevertheless, I’m encouraged by the preliminary program, which lists dozens of presentations that immediately appealed to me (and they’re in English!): Continue reading →
This fall I’ll be teaching a project management class in the Museum Studies Program at George Washington University (GW) and the final project will be writing a grant application to the Institute of Museum and Library Services (IMLS). The final project gives graduate students a real-life experience and provides museums with a foundation for an Institute of Museum and Library Services (IMLS) grant application.
If you’ve been thinking about applying for IMLS grant to improve the care of your collections, better engage your community, or improve learning through your museum but have been too busy or unsure where to begin, GW graduate students may be able to help. It’s part of our effort to serve the museum field, especially smaller institutions that are often juggling too many responsibilities without sufficient resources.
IMLS’ Museums for America (MFA) is one of the best federal grant programs available because it supports “projects that strengthen the ability of an individual museum to serve its public.” That’s pretty flexible but projects do need to focus on one of three areas: Continue reading →
AASLH workshop on historic house museums at the Homestead Museum in June 2018.
On June 11-12, George McDaniel and I led the AASLH workshop, “Historic House Museum Issues and Operations” at the Homestead Museum in California. This was our 18th workshop and we open every one by asking the participants to share the biggest challenge facing their museum, which we revisit at the end to ensure we adequately addressed their issue.
In the latest workshop, a dozen participants provided this list:
Irresponsible stewardship by the city despite local community support.
Lost connection to the local community and parent organization.
Relationship with the parent organization. Aging volunteer base.
Shifting priorities, finding overarching vision with changing leadership and multiple stakeholders.
Managing growth and change; coordinating mission and vision of the site. Relevance to people 20-35 years.
Prioritizing a lot of maintenance and repair issues. Should the site become a house museum?
Prioritizing issues and engaging volunteers to help (one person trying to do it all).
Connecting to interests and needs of the local communities; being a service to the community.
Increase recognition of the site’s significance and value to the community and open site to the public as a museum; ensure the preservation of site if sold to a developer (e.g., easements).
How to grow volunteer program (older volunteers moving out; younger volunteers have different interests and needs; engaging new or different cultures in the local community)
How to drive traffic into the museum.
Outreach to new audiences (currently “oldtimers”; want to add underprivileged communities who don’t know the history of the area; make relevant to all residents, have ownership).
Overcoming preconceptions of historic house museum and negative perceptions of history.
Connecting to the needs and interests to the community through the collection (e.g., hot issues); get people excited about history and empowering them to care for their own collections (tangible pieces of history).
I’ve anonymized and reorganized the list so the participants aren’t identified and on further reflection, I’ve come to a few conclusions: Continue reading →
Museum studies students learning QGIS in GW’s Museums and Community Engagement course.
Closing out my first semester as a professor in the Museum Studies Program at George Washington University was inspirational. Graduation was perhaps the culmination of the students’ achievements, but it was also seen in their final products in the three courses I taught. I always aim to give them a major project that provides a real-world experience, such as completing an Organizational Assessment report from AAM’s Museum Assessment Program (MAP). In the “Museums and Community Engagement” class, the final assignment is a community engagement plan but it was done in partnership with several local museums, creating a mutually-beneficial relationship.