Looking for your Next Podcast to Listen to? Check out this List of Podcasts on Museums and Public History

September 16, 2021

        In recent years, I started listening to more podcasts and I decided to share a list of podcasts about museums and public history on this website I have either been familiar with over the years as a museum professional, come across for this post, or have been shared with me to share on this website. Keep in mind that this is not a complete list, and that they are in no particular order. If there are ones that you do not see on this list and think they should be on this list, please contact me and let me know.

The following are podcasts discussing museums and what is going on in the museum field:

  1. Museopunks

Every month, Suse Anderson investigates the fascinating work and personalities in and around the museum sector. The hosts explore some of the sector’s most stimulating questions, institutions, and practices, with a focus on emergent, boundary-pushing work and ideas.

2. For Arts’ Sake

For Arts’ Sake podcast help people discover the difference museums can make to their lives by sharing real-life stories of leading museum professionals and professionals within the heritage sector across the UK.

3. Museums in Strange Places

Hannah Hethmon is the host of this podcast and in each episode they visit a different museum to discover its stories, discuss challenges and triumphs with fascinating museum professionals (and volunteers), and get to know each season’s country, state, or region through it museums.

4. Museum Confidential

Museum Confidential is a behind-the-scenes look at museums hosted by Jeff Martin. The show is a co-production of Philbrook Museum of Art and Public Radio Tulsa. There are new episodes every two weeks.

5. Museum People

Museum People is a NEMA-produced (New England Museum Association) podcast that celebrates individuals connected with the museum field by highlighting their work, passions, opinions, and personalities. In each episode, you’ll hear stories and viewpoints from a variety of museum people, from unsung workers to executive directors, volunteers to trustees, as they help change the world one visitor at a time.

6. Queering the Museum

Queering the Museum is an ongoing coordinated intervention into representations of LGBT/Q* people in museums. Our goal is for QTM to facilitate critical dialogues between community members and museum practitioners, addressing the role that museums play in forming social norms around gender and sexuality. We focus on museums due to their ability to shape and define the communities in which we live. QTM believes that museums have a responsibility to account for the role played in constructing normalized ideas of race, gender, and sexuality.

The following are podcasts discussing various topics in history and about public history:

  1. HistoryExtra

HistoryExtra, the official website for BBC History Magazine and BBC History Revealed, has podcast episodes featuring interviews with notable historians on topics spanning ancient history through to recent British to American history. Episodes feature perspectives on everything from crusading knights to Tudor monarchs and the D-Day landings.

2. Malcom Gladwell Revisionist History

Revisionist History is Malcolm Gladwell’s journey through the overlooked and the misunderstood. Every episode re-examines something from the past — an event, a person, an idea, even a song — and asks whether we got it right the first time. Because sometimes the past deserves a second chance.

3. American Revolution Podcast

American Revolution Podcast is a weekly podcast that explores the events of the American Revolution, from beginning to end. They also have a blog that posts pictures, maps, and links to more information for each week’s episode. The link to the blog can be found here: https://blog.amrevpodcast.com

4. Ben Franklin’s World

Hosted by Liz Covert, this podcast is for people who love history and want to know more about the early American past.

5. A History of the World in 100 Objects

In this podcast, the Director of the British Museum, Neil MacGregor, narrates 100 programs that retell humanity’s history through the objects we have made.

6. BackStory

BackStory is a weekly public podcast hosted by U.S. historians Ed Ayers, Brian Balogh, Nathan Connolly, and Joanne Freeman. They are based in Charlottesville, Va. at Virginia Humanities. Each week BackStory takes a topic that people are talking about and explores it through the lens of American history. Through stories, interviews, and conversations with our listeners, BackStory makes history engaging and fun.

7. National Leprechaun Museum’s Talking Stories  

Talking Stories is a podcast of stories, folklore, mythology, and chat from the Storytellers at the National Leprechaun Museum, on the 1st and 15th of every month. The National Leprechaun Museum is the first ever attraction dedicated to Irish mythology, and it opens up a fun and magical world full of fascinating folklore, mythology, and enchanting stories.

Visit the Contacts page and let me know if there are other podcasts that I should check out that are not on this list.

I’m on Buy Me a Coffee. If you like my work, you can buy me a coffee and share your thoughts.  More information about additional benefits for supporting my work can be found here: https://lookingbackmovingforwardinmuseumeducation.com/buy-me-a-coffee-page/

POLL Results are In

September 15, 2021

Thank you to all who have responded to the previous poll! Here are the results from the two polls:

In the first poll, I wanted to learn from you what places have you been to in-person and/or virtually in the past few years to get an idea of where you all have been.

Poll results for places visited in the past few years

It seems that there are many of you who have visited museums the most followed by zoos and historic sites. In the second poll, I wanted to know what you would be most interested in reading about in a first poll supported blog post on this site.

Poll results for what readers like you want me to write about

Since Zoos and Historic Sites tied in the polls, I will release another poll for the tie breaker to see which one will I write about first. Stay tuned!

How to Remember 9/11: List of Things Museums Are Doing to Commemorate the 20th Anniversary

September 9, 2021

It has been 20 years since the attack on the World Trade Center, and I am still wrapping my head around that fact because I remember where I was when it happened and learning about the many lives that were lost that day. I wrote about my experience in a separate previous post that can be found below.  To figure out how to commemorate the 20th anniversary, I did some research to pull together a list of what museums are doing and what they are encouraging visitors to do to plan their own commemoration. The following is the list from the 9/11 Memorial & Museum and the Museum of the City of New York:

9/11 Memorial & Museum

  1. Tribute in Light

Tribute in Light is a commemorative public art installation that was first presented six months after 9/11 and then every year thereafter, from dusk to dawn, on the night of September 11. Over the years, it has become an iconic symbol that both honors those killed and celebrates the unbreakable spirit of New York.

2. 20th Anniversary Commemoration

In the annual commemoration ceremony, family members of 9/11 victims will gather on the Memorial plaza to read aloud the names of those killed in the 9/11 attacks and in the 1993 World Trade Center bombing.

3. The Never Forget Fund

The Never Forget Fund was set up to support the 9/11 Memorial & Museum’s efforts to ensure future generations never forget the lessons of 9/11.Twenty years after the attacks that changed our world forever, the 9/11 Memorial & Museum serves as a reminder that in the face of adversity and unfathomable loss of life, our capacity for hope and potential for resilience will see us through.

4. 9/11 Memorial & Museum Anniversary in the School Webinar

Teachers and other educators have the opportunity to incorporate the lessons about the 9/11 attacks on the World Trade Center by participating in an early access to the webinar, and having students watch the webinar and interact with the museum educators through a live chat on a virtual platform to learn about the attacks. Pre- and Post-Webinar activities are available to download. Learn more by clicking on the page here: https://www.911memorial.org/learn/students-and-teachers/anniversary-schools-webinar

The 9/11 Memorial and Museum have also compiled a list of ways one can plan their own observance. Below are the elements the Museum suggests considering when planning a 9/11 anniversary observance, and more details are available on their website.

  1. Observe Moments of Silence

Observe a moment of silence on September 11 at any or all of the times marking key moments on 9/11. Every year, the moments below are observed as part of the official 9/11 anniversary commemoration ceremony held at the World Trade Center for victims’ families.

2. Community Commemoration Assets

To help fulfill its mission never to forget, the 9/11 Memorial & Museum is happy to provide media assets for your September 11 commemoration ceremony or event. Whether organizing a remembrance ceremony for your town, your workplace, or your community, you can complete the form below to receive access to archival or present-day Memorial photographs.

3. Toll Bells

Toll bells on September 11 at 8:46 a.m. or at each of the times the attacks occurred that morning.

4. Read the Names of the Victims Aloud

The names of the men, women, and children killed as a result of the 9/11 attacks have been read aloud at the official 9/11 anniversary commemoration in New York City every year. This list of names inscribed on the 9/11 Memorial includes all those killed in the 9/11 attacks and the six individuals killed in the 1993 World Trade Center bombing.

5. Lower Flags in Remembrance

Lower flags to half-staff on the anniversary of 9/11. Flags may be lowered at 8:46 a.m. to mark the moment when Flight 11 struck the North Tower.

More information is available on the 20th anniversary page of the Museum’s website.

Museum of the City of New York

  1. Twenty Years Later: Remembering 9/11 Through Documentary Film

MCNY is offering an opportunity to watch the documentary about remembering 9/11 twenty years after it happened. Click on the link to learn more: https://www.mcny.org/event/twenty-years-later-remembering-911-through-documentary-film

Links:

Remembering 9/11: 18 years later

Plan Your Own Observance

9/11 Memorial & Museum Twenty Years Later

Want to be a Supporter of this Book? A Book Project Update

August 12, 2021

I made an announcement a few months ago on the blog that I started the book writing process focused on museums and the coronavirus pandemic. According to that announcement, I believe this will be a relevant book because the pandemic has made a significant impact on all around the world especially museum workers who engage with the public both within the community and inside the museum walls. I have included the original announcement in the links below in case you missed it. Since I made the announcement, I continued to accumulate more sources to write this book.

As of this message, I have accumulated six primary sources, 13 books, 14 journals and magazines, and six articles. I am continuing to add additional sources for this book as well as reviewing them to see what I would be able to include in the book. In addition, I created a draft of an outline for the book to help plan how the book will be organized.

       To support this book, I created a Buy Me a Coffee page offering paintings, memberships, and other rewards to show my appreciation for contributing to the book project. Once the book is completed, you have the option to be named in the book in the acknowledgment section.

If you wish to make contributions, you are more than welcome to do so. You can also share the links below to introduce more people to this book project. I have also included the link to my Buy Me a Coffee site.

Thank you in advance!

Links:

Original Announcement I made about my Book Project

Buy Lindsey a Coffee!

Buy Lindsey a Coffee Information Page

History Camp America: A Public Historian’s Experience during Virtual History Conference

July 29, 2021

History Camp America platform

        Earlier this month I attended History Camp America, which was their first national History Camp virtual conference. It is produced by The Pursuit of History, a non-profit organization that engages adults in conversation about history and connects them with historic sites in their communities, and across the country through innovative in-person and online programming. There were more than 45 sessions that included but were not limited to presentations, historic site tours, history walks, culinary history demonstrations, trivia, and yoga. According to their website, this conference is designed to be a casual conference for adults, teenagers and children that are students, teachers, professors, authors, bloggers, reenactors, interpreters, museum and historical society directors and board members, genealogists, and everyone else, regardless of profession or degree, who is interested in and wants to learn more about history.

         Like previous virtual conferences, they were hosted on platforms designed to run their conferences; History Camp used the event automation Pheedloop which made organizing conferences, meetings, and trade shows easy with event management software that powers everything from mobile apps, registration, touch-free check-in, and live streaming, to floor plans, sponsors, badge printing, and networking since 2015. I decided to attend History Camp this year after I discovered their website because I wanted to learn what a conference that is not hosted by a museum association would be like to experience. I also wanted to participate in something that appeals to my interested in history and that is different from professional development programs I have attended in the past.  It is also important for history and museum professionals in the field to see how people are currently studying history and how they are interpreting history since the history and museum field are discussing the 250th commemoration of American Independence and a part of the discussion about the commemoration is to work on helping the people learn how to do history, in other words how to do their own historical research of the communities they live in. The following are a sample of sessions I attended during History Camp America.

        One of the sessions I attended was Saunkskwa, Sachem, Minister: native kinship and settler church kinship in 17th and 18th-century New England led by Lori Rogers-Stokes, an independent scholar of 17th-century New England and the author of Records of Trial from Thomas Shepard’s Church in Cambridge, 1683-1649: Heroic Souls (published by Palgrave Macmillan). Rogers-Stokes shared her work in process research by discussing the political records and Congregational church records from 17th-century Massachusetts. Her presentation focused on sharing the similarities and differences she found on how the Algonquin people and English colonists defined and valued kinship; she revealed that, according to her research, the puritan church defined kinship in a similar way to indigenous kinship which led her to believe there was a potential connection that could have been a fruitful common ground for cooperation and respect but was unfortunately lost.  I thought the content was interesting and I chose to attend this session because I wanted to expand my knowledge on indigenous history; while the session focused on comparing the Algonquin people and English colonists views on kinship, it is an introduction to the Algonquin culture and history. I look forward to hearing about her completed work on this research.

         Once that session was complete, I moved on to a short spotlight session introducing The Daily Bellringer created by Jared Bruening. The Daily Bellringer provides short video overviews of U.S. History topics, and they are designed to be used for grades 5-12 as warm-ups, reviews, or introductions to content. I will go more in depth about The Daily Bellringer in a future post. This was not the only spotlight that occurred during History Camp America.

         There was also a spotlight on History Dame created by Larisa Moran who is a history blogger and creator of History In Under A Minute©. History In Under A Minute is a series on YouTube that discusses a variety of topics in history in less than a minute.  She is also a volunteer with The Pursuit of History and regional editor for The History List, the platform historical societies, historic sites, and other organizations use to attract and engage visitors and members through things including but not limited to listings of programs and exhibits, and resources for organizations of all sizes that provide research, tool, and insight to support history programming across the country. I will also explore more of History Dame in a future post.

        Another session I attended was “Thrown into the pits”: how were the bodies of the nineteen hanged Salem “witches” really treated? and the speaker was Marilynne K. Roach, author of The Salem Witch Trials: a Day-by-Day Chronicle of a Community Under Siege, and Six Women of Salem. She is a member of the Gallows Hill Group that verified the location of the hangings, a discovery Archaeology magazine hailed as one of 2016’s top ten discoveries in the world. Roach discussed her experience taking a closer look at the court records that may disprove assumptions of what happened to the bodies of those hung during the Salem Witch Trials in 1692. I thought this was an important session to attend not only because of my interest in Salem’s history but this is an example of why historical research is significant. Popular accounts starting with 19th century historian Charles Upham’s statement that the deceased were “undoubtedly all thrown into pits dug among the rocks” were usually based in available resources or lack thereof, and when records are discovered the interpretation begins to change to reflect what the primary sources state about moments in history such as the Salem Witch Trials.

       During lunch, there was a demonstration and a short session that focus on the history of food. In this demonstration, Chef Justin Cherry cooked a recipe for crab cake in Dressed Crab – An Early American Favorite and participants had access to the recipe so they could follow along making their own crab cake. Chef Justin Cherry is the Chef/Owner of Half Crown Bakehouse which is a mobile 18th-century clay oven that specializes in colonial foodways. The recipe he used during the demonstration came from a manuscript written by Anne Chase in 1811; Anne Chase was the daughter of Samuel Chase, one of the signers of the Declaration of Independence. I thought it was interesting since not only participants learn more about history, but they can also prepare their own crab cakes as they watch. To my memory, I have not participated in a demonstration like this one before.

      In the next demonstration, Sarah Lohman shared photographs and discussed the history of soda fountains in Soda Fountain Favorites. Sarah Lohman is a culinary historian and the author of the bestselling book Eight Flavors: The Untold Story of American Cuisine, and she focuses on the history of food as a way to access the stories of diverse Americans. She focused her presentation on food history in New York and provided recipes of the classic sodas she talked about so participants can make them at home. Lohman shared stories behind some of the favorite fountain drinks including the egg cream and the popularity of seltzer, Dr. Brown’s Soda (specifically Cel-Ray), the Lime Rickey, and the Purple Cow. During the session, I recalled the first time I tried an egg cream when I first visited my then boyfriend (now husband) on Long Island.

        After attending the sessions live, I decided to take advantage of the recorded sessions so I can revisit the sessions and listen to other sessions that I did not attend on the day of the conference. I included a pdf file of the itinerary History Camp released to provide an idea of topics that were discussed, tours given, and demonstrations performed. I will also elaborate in future posts about other sessions I attended and tours of historic sites I participated in.

I’m on Buy Me a Coffee. If you like my work, you can buy me a coffee and share your thoughts.  More information about additional benefits for supporting my work can be found here: https://lookingbackmovingforwardinmuseumeducation.com/buy-me-a-coffee-page/

Links:

A Public Historian Explores History Camp

History Camp

Pheedloop

The History List

History Camp America Session Schedule

Pride Month and the Museum Field: Museums Interpret and Share LGBTIQ+ History

June 17, 2021

We should remember why we celebrate Pride Month and museums especially have the responsibility for educating the public about LGBTIQ+ history that has long been neglected to be told. June is LGBTIQ+ Pride Month which honors the 1969 Stonewall Uprising in Manhattan as it was the tipping point for the Gay Liberation Movement in the United States. Stonewall Inn was one of the most popular gay bars in New York City back in 1969, and until 1966 it was illegal to serve alcohol to a gay person in New York State. Throughout the United States, police raids on gay bars and spaces during this time. The purpose of Pride Month as a commemorative month is to recognize the impact that lesbian, gay, bisexual, and transgender individuals have had on history locally, nationally, and internationally.

        In more recent years we celebrate by having pride parades, picnics, parties, workshops, symposia and concerts, and LGBTIQ+ Pride Month events attract millions of participants around the world. Pride Month last year and this year has been different due to the pandemic. Last year, the museum field honored Pride Month on the virtual platform.  Hilary-Morgan Watt (the Digital Engagement Manager for the Smithsonian’s Hirshhorn Museum and Sculpture Garden) and Emily Haight (the Social Media Manager at the New-York Historical Society) wrote a short post for the American Alliance of Museums’ blog to advertise the #MuseumPrideParade on Twitter encouraging museums and museum professionals to share items in their museums’ collections relevant to LGBTIQ+ history. According to the authors, the campaign they created at the time of their post was the third global campaign organized by the Hirshhorn Museum and Sculpture Garden and the New-York Historical Society during the pandemic, following #MuseumBouquet and #MuseumSunshine. Watt and Haight pointed out that:

We decided Pride was the right opportunity for a third campaign, to help museums   celebrate in place of the exhibits, film screenings, programs, and parade-marching many would normally be participating in. How do you participate? It’s simple—showcase images from Pride marches and other LGBTQIA+ protests throughout history, or other objects and stories from LGBTQ history, using the #MuseumPrideParade hashtag, and choose another institution to tag as your virtual marching partner.

For example: We’re sharing [object] for the #MuseumPrideParade and marching with [@institution].

The Museum Pride Parade took place last year on June 10th at 11am on Twitter.

        While we are still going through this pandemic, we still honor Pride Month and each museum does so in varying ways depending on if they are planning to have events and programs in person, virtually, or hybrid. I included links to various events and programs museums are doing for Pride Month in the list below to show what is happening. Also, I included a couple of links from last year’s Pride Month in the list.

        A lot of the programs and events especially in museums aim to educate participants in LGBTIQ+ history. It is important for museum professionals to remember that LGBTIQ+ history is not just in one month. There are museums that not only incorporate LGBTIQ+ history into their programs but also do outreach in the LGBTIQ+ community, and I saw some examples of this in the December 2020 edition of the Journal of Museum Education called Queering the Museum. One of the articles was Benjamin Rowles’ “LGBTIQ+-Themed Education at the Kunsthistorisches Museum in Vienna-Guided Tours with a Drag Queen” in which he pointed out the museum he began working for in 2016 holds countless European Old Master paintings and some of them can be interpreted to reference queer themes, yet there was a lack of LGBTIQ+ outreach. Rowles decided that since in addition to working in a museum he also works as a drag queen, he will combine both to provide guided tours as a drag queen; his article shared the experience of the offered guided tours that lasted for a few years.

        Another example of an article in this edition of the Journal of Museum Education was “Intuition and Vulnerability: A Queer Approach to Museum Education” written by Eli Burke, the Education Director at the Museum of Contemporary Art Tucson. Burke’s article explored intuition and vulnerability through an intergenerational arts program called Stay Gold that is specifically for the LGBTIQA+ community and its relationship to museum education. The main point of the article is that it seeks to examine how queerness is connected to both intuition and vulnerability, and how the Stay Gold program impacts the lives of LGBTIQA+ participants through that lens.

       Danielle Bennett, who has previously worked on LGBTQIA+-related projects at Amy Kaufman Cultural Planning and the New York Historical Society, also contributed an article for the Journal of Museum Education called “Lessons from Glen Burnie: Queering a Historic House Museum”. She made a case in the article for including queer narratives in historic house museums since including queer history in public history settings is important in its own right and as a way to invigorate museum interpretations and appeal to wider audiences.

Also, in the same article Bennett dispels concerns about “outing” historical actors and describe some language and ways of thinking about historical sexuality to assist educators in their interpretation. Then it shifts into the case study of Glen Burnie, a historic house museum that completely revised its interpretation to center the house’s last residents and its preservationists, a gay male couple; Glen Burnie’s interpretive shift leverages the efforts of both men to create public and private domestic experiences that create an immersive new house tour experience and can be used to create a critique of the portrayal of gender roles and heteronormativity at many historic house museums. More articles can be found in the fourth edition of the 45th volume in the Journal of Museum Education, and I included a link to current and past editions.

How are you honoring Pride Month this year?

I’m on Buy Me a Coffee. If you like my work, you can buy me a coffee and share your thoughts.  More information about additional benefits for supporting my work can be found here: https://lookingbackmovingforwardinmuseumeducation.com/buy-me-a-coffee-page/

Links:

Library of Congress: Pride Month

Library of Congress: Stonewall Uprising

Journal of Museum Education

AAM Pride goes Virtual

Pride at the Smithsonian

World Pride at The Met

Western Museums Association Pride Month Sources

Celebrate Pride

New York City Pride

Pride Month 2021

Events in 2020

8 LGBTQ Objects to Celebrate Pride 2020

NYCMER 2021 Virtual Conference Reaction: The Second Virtual Experience with NYCMER

May 27, 2021

I decided to attend this year’s New York City Museum Educators Roundtable (NYCMER) virtual conference which took place on Monday, May 17th. This was their second conference on the virtual platform, and not only did I want to engage with colleagues in the field and learn from sessions on the museum education field, but I also wanted to see how the second virtual conference compares to the first virtual conference. The theme this year was Reflect, Reinterpret, Represent: What’s your Re__? and the sessions encouraged participants to reflect on the lessons we learned and reinterpret the fundamentals of both museum and informal education while we move forward towards a renewed and more representative museum field. Once again, the NYCMER conference was held on the Hopin app, and like I said in last year’s post: participants would be able to do what we usually did during the conference, including attending the keynote session, sessions, poster sessions, Peer Group meetings, and networking, but from home. Instead of releasing my thoughts last week, I wanted to focus on gathering them and my notes to give a concise account of my experiences during the conference.

       As usual, I found it hard to decide which sessions to attend during the virtual conference, but I will be getting recordings and resources from the conference as a NYCMER member. Throughout the day, I tweeted my thoughts on Twitter while engaging in the sessions I attended. I gathered some of the tweets I wrote during the day and background information on the sessions to share with all of you. I collected the rest of my tweets and placed them in an Excel spreadsheet, and it is found within the resource section.  In addition to tweeting my experience, I made note of the interactions I had with colleagues online in comparison to last year.

Networking with colleagues was a challenge last year since the time was short and it was hard to have conversations when they suddenly cut off; the networking feature was continuously updated throughout the conference so more time was added conversations. This year the networking feature has a maximum of five minutes to interact with one another, and we are able to extend the time spent in five-minute increments as long as both parties click on the extend button. I like what they did this year in the networking experience because I got to have longer conversations if time permitted; in one conversation I was able to help answer an emerging museum professional’s many great questions about the museum field.

While waiting for the keynote session to begin, participants were encouraged to visit the mentimeter site to answer the conference’s theme question: What’s your Re__? We were encouraged to add our words to the word cloud that will be shared at the end of the conference. My “Re__” words I added to the word cloud were: Refresh, Renew, Reflect, and Remember. I chose these words since they apply to both the museum field overall and my career in the field. It is good to refresh and renew our practices in the museum field, reflect on the progress we have made and what we still need to do, and remember the lessons we learned especially during the past year.

The keynote speaker this year was Dr. Porchia Moore, who is the Assistant Professor of Museum Studies at the University of Florida, champion of the Critical Race Theory, co-director of the Incluseum, and co-creator of the Visitors of Color project. Dr. Moore emphasized during the keynote that we need to use the time we are in now to create new educational practices. Within her presentation, Dr. Moore shared what her “Re__” words were in museum education. She chose recall, reimagine, and also remember then explained her reasons behind the words:

  • Recall: Why am I doing this work?
  • Reimagine: think critically about what the new space should look like
  • Remember: inspired by the term Rememory and the book Beloved by Toni Morrison. Dr. Moore spoke about the collective memory and how even if something you remember does not physically exist it still exists within the mind. As a field, we need to re-write our values to form a collective body

I attended the session Redesigning in-person programs, and the speakers were Raymond Rogers, Ciara Scully, and Tiffany Yeung from the New York State Parks. Rogers, Scully, and Yeung shared information on what they needed to consider when redesigning in-person programs and what we should apply to our own programs. The following sections are what we need to consider in our program redesigns:

  • Safety

-know what your agency’s guidelines are

-know what to expect from participants beforehand

  • Accessibility

-what needs can we meet?

-language clear and descriptive?

-seating available?

-ADA compliant?

-How is it advertised?

  • Inclusion

-who is it designed for?

-anyone excluded from program? Why?

-what language are we using? Gender neutral? Inclusive?

-does it include multiple perspectives?

  • Dialogue

-main goal of this program?

-how are we engaging people with the content?

They encouraged us to brainstorm things to keep in mind when we redesign our in-person programs.

The next session I attended was Reimagining Equity and Inclusion within Docent Programs, and the speakers were Christina Marinelli (Senior Museum Instructor/Adult Learning Coordinator at the Brooklyn Museum) and Maria C. Pio (Co-Director; Director of Education and Administration at the Godwin-Ternbach Museum at Queens College, CUNY). In this session, all participants were encouraged to start discussions in separate sections to discuss policies, shared commitments, & values and training strategies. During the first section on policies, some points that were discussed included concerns on being too political and the need to make them feel safe, how to navigate DEAI (Diversity, Equity, Accessibility, Inclusion), and docents that are also donors. When we went back from our groups, we learned about what the second group discussed. In the second section, we brainstormed answers for types of trainings that were particularly helpful or problematic including setting clear roles and responsibilities.

      For my third session, I decided to attend New York Responds: Creating a Crowd-Sourced Exhibition and Responsive Programming for a City in Crisis. The speakers were Maeve Montalvo (Director, Frederick A.O. Schwarz Education Center, Museum of the City of New York), Hannah Diamond (Education Manager for Professional Learning, Museum of the City of New York), Jelissa Caldwell (Museum Educator, Museum of the City of New York), Joanna Steinberg (Curator of Education Programs, Museum of the City of New York), and Amanda Johnson (Artist, Museum of the City of New York). All of the speakers discussed how this exhibit came to fruition, and a link to information about the exhibit New York Responds: The First Six Months is included in the list below. The exhibit is now available online.

Then there was the Expo in which there are shorter sessions that introduced various topics and speakers introduce the research or projects they were working on to conference attendees. For this year’s conference, NYCMER shared a YouTube playlist as an introduction to this year’s Expo (I included a link of the playlist in the list below). When I attended the Expo, I attended the one called Squash the Museum. Danaleah Schoenfuss and Sonya Ochshorn discussed the current workplace structure that are still in place in many museums, and presented a range of alternative structures such as flat management, worker co-ops, and delayering processes both as a thought experiment but also as steps for creating lasting change.

The fourth and final session I attended was called Making Institutional Change. Braden Paynter (Director, Methodology and Practice at the International Coalition of Sites of Conscience) and Tramia Jackson (Senior Coordinator, Science Research Mentoring Consortium at the American Museum of Natural History). This session shared two frameworks to help participants, the first to analyze challenges and the second to create strategic processes for change. Drawing on the experience of the International Coalition of Sites of Conscience and the Science Research Mentoring Consortium participants won’t have all of the answers, but they will have better questions to begin revealing them. The goal of the session was to provide basic tools for our own institutional change. When working on making institutional change, it is important to remember to:

  1. Gather knowledge

-What is your why?

-Where are your concerns in your institution?

  • Identify people

-find allies and build partnerships

  • Grow collective and individual knowledge

-continue to build your knowledge about the issue

  • Small acts of change

-within your purview and your allies, begin applying knowledge and making small changes

Paynter and Jackson also pointed out that it is important to take breaks and celebrate your accomplishments. I really enjoyed this year’s NYCMER virtual conference, and stay tuned for more resources as I continue to participate in NYCMER events.

I’m on Buy Me a Coffee. If you like my work, you can buy me a coffee and share your thoughts.  https://lookingbackmovingforwardinmuseumeducation.com/buy-me-a-coffee-page/

Links:

NYCMER 2021 Virtual Conference Page

NYCMER 2021 Virtual Expo Playlist

Blog Post on NYCMER 2020

Beloved by Toni Morrison

Museum of the City of New York’s New York Responds: The First Six Months

NYCMER 2021 Tweets Spreadsheet

A Public Historian Explores History Camp

May 6, 2021

I recently came across History Camp while exploring museums virtually, and I thought it would be interesting to take a closer look. According to their website, History Camp is a casual conference generally for adults especially including but not limited to students, teachers, professors, authors, bloggers, reenactors, interpreters, museum and historical society directors, board members, genealogists, et. cetera regardless of profession or degree who is interested in and wants to learn more about history. The first History Camp was held on March 8, 2014 which presented 23 sessions and two panels, and welcomed 109 people to an IBM facility in Cambridge, Massachusetts. There are some local volunteer committees that manage History Camps while others are managed by non-profit organizations. In 2019, the non-profit organization The Pursuit of History was started to foster the development of more History Camps across the country.

       Other conferences in the past have been in person at various places including Boston, Colorado, Virginia, and Philadelphia. This year, however, their conference History Camp America will be a fully virtual History Camp participants can enjoy from anywhere in the world.

       Since I have not experienced History Camp America yet, I am not able to, at the time I am writing this blog post, to state what the experience is like. History Camp America will take place this year on Saturday, July 10th. I have signed up for their newsletter so I will know when tickets will become available. If you would like to check it out for yourselves, I have included a link below where you can sign up for their newsletter. Based on the information provided so far, the biggest differences between conferences I have attended in the past and History Camp America is there are no places where services are being shared and sale pitches. Another difference that I noticed is in each conference I have attended there are themes, and the sessions are in general based on those themes; History Camp America put emphasis on making the conferences as broad as possible to attract many people to attend, and they believe that ultimately, it is the speakers and attendees that define the scope discussions are focused on. On their website, they stated that:

        Since our first History Camp in 2014, history enthusiasts of all stripes have been enthralled by our casual conference format. This format encourages a wide variety of topics and participants learn about history and new research, engage with history in unique ways, share what they love about history, and challenge everyone to think about history in new ways.

Once the conference occurs, I will be able to share more about the experience of attending History Camp America.

        During the pandemic, they launched two new History Camp events called History Camp Discussions and America’s Summer Roadtrip. History Camp Discussions are free online weekly discussions that are live every Thursday at 8pm Eastern, and are also available as recordings in their archives section for replays. One of the History Camp Discussions that caught my attention was the discussion with Emerson W. Baker on his book A Storm of Witchcraft: Salem Trials and the American Experience. Baker is a Professor of History and Interim Dean of Graduate and Professional Studies at Salem State University in Salem, Massachusetts. The hour-long program discussed Baker’s book by focusing the discussion on his investigation of the key players in the Salem witchcraft crisis and explains why this tragedy unfolded the way it did according to the research he did for his book.

        Another History Camp Discussions that caught my attention was the discussion with Linda Jeffers Coombs on the topic of The Wampanoag and the Arrival of the Pilgrims. Coombs is an author and historian from the Wampanoag Tribe of Gay Head (Aquinnah) and program director of the Aquinnah Cultural Center. In the near hour-long program, she discussed the Wampanoag’s experience with the pilgrims’ arrival, and the effects of an epidemic that swept through and devastated the region just before the pilgrims arrived.

      America’s Summer Roadtrip is a free online event that brought participants to 12 historic sites across the United States without leaving home and where many of their guides offer special access to areas other tours usually do not go. The twelve historic sites across the United States are located in Massachusetts, New Jersey, Ohio, Colorado, New Mexico, Wyoming, North Carolina, and California.

      To learn more, I have included links below on their website and the programs they offer.

I’m on Buy Me a Coffee. If you like my work, you can buy me a coffee and share your thoughts. https://lookingbackmovingforwardinmuseumeducation.com/buy-me-a-coffee-page/

Links:

History Camp

About History Camp

Upcoming Events

History Camp America 2021

America’s Summer Roadtrip

History Camp Discussions: Emerson W. Baker’s A Storm of Witchcraft: Salem Trials and the American Experience

History Camp Discussions: Linda Jeffers Coombs on The Wampanoag and the Arrival of the Pilgrims

History Camp Newsletter Sign Up

Sneak Peak of Member Post: Women’s History Lesson Plan, A Closer Look at My Capstone Project

April 22, 2021

       In 2013, I was getting ready to prepare for graduation from Central Connecticut State University’s Public History graduate program. In order to graduate from the program, I had to work on a capstone project which took the entire last semester to complete; I completed all of my required courses so I could dedicate my time to this capstone project.  Since I was working at the Stanley-Whitman House, a National Historic Landmark, as a museum educator while I was attending classes, I decided to develop a lesson plan designed to educate students about women’s history by focusing on the women who lived in the house. I also knew that I wanted to be a museum educator after I earned my masters degree, and designing a lesson plan would be the appropriate capstone project to complete. In case you are not familiar with the National Historic Landmark, the following information is background history of the museum and the families that lived there.

      Stanley-Whitman House is a museum and living history center that collects, preserves, and interprets the history and culture of 17th to 19th-Century Farmington, Connecticut. It has operated under the auspices of the Farmington Village Green and Library Association, which is a nonprofit 501(c)(3) educational organization, since 1935. This house is a Post Medieval-style house with a center chimney flanked by a parlor and a hall with two chambers (bedrooms) above which provided both living and storage space. The colonists built their homes from wood, and used post and beam construction for the frame. The second floor extends beyond the first on the front façade, creating an overhang. While the original purpose of the overhang is unknown, it did provide more space in the upper chambers. The lean-to addition that extends across the width of the back of the house was added some time in the mid-18th-century, giving the house its distinctive saltbox shape.  According to their website, the records indicate that the house was constructed sometime between 1709 and 1720.

The above sample is from the membership post in which I discuss previous projects I worked on, the thought process behind them, and my thoughts on them years later. I discuss my the capstone project I worked on for the Stanley-Whitman House in Farmington, Connecticut. I included a link below to learn more about this museum.

I developed a lesson plan that not only focuses on educating students about the women who lived in the house but also encourages students to learn more about the women in their communities. Also, I shared the process I went through to develop the lesson plan and what I would do if I were developing the lesson plan now.

If you are interested in reading this post, consider becoming a member of this website. More information on membership benefits and how to join is available on the website’s Buy Me a Coffee Page.

Link:

https://www.stanleywhitman.org/

Services Examination: Cisco

April 1, 2021

During this past year, there were a lot of webinars produced for professional development programs especially in the museum field. This is not the first time webinars have been developed and utilized but participation in them increased during this global health crisis. Since I write about the services museums could learn about and see how they could help them, I thought I would write about another one called Cisco. Also known as Cisco Systems, Inc., Cisco is an American multinational technology conglomerate headquartered in San Jose, California that develops, manufactures, and sells networking hardware, software, telecommunications equipment and other high-technology services and products.

I chose to focus more on one of their services not only because they are so many, but I thought I should focus on ones that can be helpful for education programs in museums and classrooms since one of my focuses for this blog is on education. One of the services they offer include webinar set ups called Webex.

Webex has the following features: calling, messaging, meetings, and connecting in Webex. With the Calling in Webex feature, users can enable it to get enterprise-calling features on features on desktop and mobile devices. In the Messaging in Webex feature, individuals are able to use text messaging with built-in enhanced features, such as custom presence status and custom filters, for one-on-one and group messaging. In the Meetings in Webex feature, users are able to meet securely with integrated video, audio, and content sharing on any device; it also has features such as noise removal and speech enhancement, live transcripts, and translations with Webex Assistant, to automate meeting tasks and enhance relationships. Then in the Connecting with Webex feature, users that utilize Webex realize they are able integrate with third-party apps right your existing workflows to streamline the workday. The benefits of using Webex are:

  1. Built-in security: Strong encryption, compliance, and control inside and outside of your organization.
  2. Easily deploy and manage: Intuitive, with easy provisioning, control, and management of your Webex services.
  3. Made to fit: From classroom to boardroom, to the front line, Webex is customized for your environment and workstyles.
  4. Powered by Webex: Built on the industry-trusted global Webex platform.

Cisco also promotes services that would help educators provide hybrid learning opportunities for their students.

They provide a number of hybrid learning solutions they offer to help increase student and faculty engagement, educate anywhere at any time, and provide flexible learning experiences. The hybrid learning solutions they offer are hybrid learning spaces, secure distance learning, and faculty professional development. According to the site, Cisco’s hybrid learning spaces offers to expand teaching and learning and across physical and virtual environments; they went into detail on pages for hybrid learning solutions, Cisco Webex, Webex Education Connector, and Cisco Webex Board.

Cisco shares detailed information about what they offer on their virtual platforms. I recommend taking a closer look for yourselves to see what may be appropriate for your educational interactive experiences in virtual and hybrid classrooms as well as museums. To find out more about Cisco, check out the links below.

I’m on Buy Me a Coffee. If you like my work, you can buy me a coffee and share your thoughts. https://lookingbackmovingforwardinmuseumeducation.com/buy-me-a-coffee-page/

Links:

https://www.cisco.com/c/en/us/index.html

https://www.cisco.com/c/en/us/solutions/collaboration/webex-call-message-meet.html

Create Hybrid Learning Environments

Cisco portfolio for education: What can we help you solve today?

Webex for Education

Cisco Webex Education Connector

Cisco Webex Board