This semester my course on museums and community engagement at George Washington University prepared an annotated bibliography of research published in the last decade on audiences that are a common focus for museums in the United States: students in grades 3-5, families with children under 12 years, and adults over 50 years. Because most museums don’t have access to academic research libraries, the class has agreed to share their bibliography with the field (link to pdf below). While the thirty-six articles provide a useful picture of the research for these audiences, please recognize it is not complete nor comprehensive—with twelve students in the course in a fast-moving semester, this is just to get them started on a community engagement plan for the Alexander Ramsey House, Joel Lane House Museum, and Van Cortland House.
A year ago, James Madison’s Montpelier invited me to the National Summit on Teaching Slavery to create a “methodology for how public historians work with descendants” (program, 6 Mb pdf). Over a long weekend, fifty people from across the country with a wide range of experiences and perspectives worked in small groups to define and prioritize standards and best practices for interpretation, research, and involving the descendant community. It builds upon Montpelier’s award-winning exhibition, A Mere Distinction of Colour, to help “Americans of all types truly understand the ongoing struggle for freedom, rights, and equality in our nation.” The National Council on Public History recently posted a nice series of discussions on the exhibition with students in the Cooperstown Graduate Program.
One of the major challenges was determining what is distinctive about teaching slavery from interpreting other topics, such as women or Asians. At first, the discussions identified practices that had already been figured out years ago by the American Historical Association and the National Association for Interpretation, but that was to be expected because many participants had little experience in scholarship or interpretation–what bound us together was improving and enhancing the interpretation of slavery at museums and historic sites. Although the rehash of these professional practices was frustrating and I wondered why we were going over old ground, it eventually dawned on me that Continue reading
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.
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 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
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.
Because The National Society of The Colonial Dames of America (NSCDA) has the largest alliance of museums and historic sites in the nation (except for the National Park Service), I prepared for the course by reaching out to my colleagues at Dumbarton House in Washington, DC, which is the headquarters for the Dames. Karen Daly and Catherine Nuzum welcomed the partnership between this course and their sites, providing advice along the way and helping me identify Continue reading
San Diego’s Comic-Con, the international conference “dedicated to creating awareness of, and appreciation for, comics and related popular artforms,” has morphed into one of the biggest events in the nation with attendance topping 130,000 people. It’s also spawned local versions around the country, including Indianapolis at the end of this month.
The Indiana Historical Society has cleverly combined its mission to connect “people to the past by collecting, preserving and sharing the state’s history” with the interests of the Comic Con audience by creating “Comic CONservation.” Participants will “learn how professionals use science and technology to restore and care for comic books” plus they get to play vintage arcade games and see original Ray Bradbury cover art from the nearby Center for Ray Bradbury Studies at IUPUI. Wow! IHS collections consists primarily of documents and photographs, plus they have a team of conservators working in a state-of-the-art paper conservation lab (The forceps are strong with this one), so they are drawing on their strengths to reach a new audience. Can’t wait to hear how this turns out (especially if people can dress as their favorite comic book character!).
Do you have a clever idea for using conservation or preservation to reach a new audience? Please share it in the comments below.
The Metropolitan Museum of Art recently shared the results of its research on the users of its online collections, which approach about 600,000 visitors per month. Digital analyst Elena Villaespesa collected information on motivations and knowledge through Google Analytics, heat maps, and an online survey to develop six core user segments: professional researchers, student researchers, personal-interest information seekers, inspiration seekers, casual browsers, and visit planners. This typology will help the museum “plan new content and prioritize production of new features for the online collection” and is a finer version of the “stroller/streaker/scholar” categories that are often used by museum educators.
Using visitor research to plan and design the online collection is good application, but the article also points out several other ideas that will be useful to history museums and historic sites: Continue reading
The July/August 2017 issue of Museum, the magazine of the American Alliance of Museums, features articles on engaging families, veterans, and LGBTQ audiences and my general article, “A Visitor’s Perspective on Visitor Engagement”. It introduces three major factors that influence visitor engagement at museums: convenience, novelty, and values. I had a limited space so I’d like to share a bit more information about the influence of convenience, the idea that the more convenient it is to visit a museum, the more likely that people will visit. It’s not just about living close by but also other effects, such as traffic, roadway patterns, museum hours of operation, finding a place to park, and ease of purchasing tickets. Nevertheless, distance is a major factor and you can see it through mapping.
In my article I referenced a couple of my clients—Cliveden (Philadelphia) and Caramoor (Katonah, New York)—and described the differences in their program participants or supporters. Below I’m showing these differences through maps created in ArcGIS. Each red dot represents a household and for Cliveden, the map shows that the majority of their supporters live within a 30-minute drive of the site. For Caramoor, the map shows that the majority also live within 30 minutes but there is a significant number who live within 45 minutes to the south (and very few to the north). As you can see, the distance of the audience varies (in other words, the meaning of “convenience” varies). Every place is different and you have to analyze your own data to fully understand it. As I mention in my article, convenience is also affected by novelty and values, which might explain the clustering.
This type of mapping also pokes a big hole in one of the most common refrains I hear at museums: “we get visitors from every state in the nation.” Unless that’s your engagement goal, it’s a nonsensical recognition of success. First of all, it’s more likely that a site’s visitors are local, not national, so they’re overlooking the obvious audience for repeat visitation and support. By mapping your visitors and supporters, you can make better decisions about promotion, programming, and fundraising. Secondly, this statement creates a false sense of success. It’s been said numerous times that attendance shouldn’t be the only measure of success and yet it often is. More important is the impact that the history of your site has had on the people who visit. If the significance of your site is insignificant to the people who visit, perhaps it’s time to rethink your purpose and goals.
Educators and interpreters are increasingly expected to engage the community to build support, attract audiences, and confront contemporary issues. So how do you get started? What does an effective community engagement project look like? How do you maintain it?
On Thursday, September 7, 11:00 am – 12:15 pm at the AASLH Annual Meeting in Austin, I’ll be moderating a session that will bring together three projects—Haymarket Project in Boston, James Madison’s Montpelier in Virginia, and El Pueblo History Museum in Colorado—to discover how they successfully engaged three different audiences in the local community—immigrants, African American descendants, and Latina teenage girls. Joining me will be Ken Turino (Historic New England), Christian Cotz (James Madison’s Montpelier), and Dawn DiPrince (History Colorado). Based on their experiences and with contributions from the audience, we will Continue reading