DaCNet 2: Day 1

img_8ac6ph.jpgAfter such a great night at the pub with the DaCNet people, I was excited to head over to University of York the next morning for the conference. I had a beautiful one mile walk through allotments and a park before coming to campus. My only complaint about this conference, and I’m not sure how it could be fixed, is that there were so many great papers in each session. I wanted to try to hop from room to room for different papers in different sessions, but rooms were always packed (yay!) and it wasn’t really feasible. That said here are some highlights from Day 1;

20180906_115908.jpgHeather Conway and Ruth Penfold-Mounce, “The evil dead: the law and disposing of the criminal corpse.” – Wow. Something I had never given much thought, but now I can’t stop thinking about it! Who cares for the criminal dead, such as Ian Brady or the Manchester concert bomber? The morgue that took their remains has been dubbed “Monster Morgue.”  Similar to this talk was, “(Dis)posing of monsters: justice and the ‘inhuman’ dead” by Daniel Robins and Rosie Smith. I’m still thinking through these issues and trying to decide what rights the dead have, and if those supersede those of the living. Best example: Ian Brady (who murdered children and buried them on the moors) wanted his ashes spread across those same moors; he was denied and instead his ashes were buried at sea, at night, and in secret. So thought-provoking!

tess-margollesAnother one that has really stuck with me: Julia Banwell’s, “Echoes of the absent: Teresa Margolles’ work with afterlives of bodies, objects and spaces.” Art and the dead. Artist Teresa Margolles has some great work addressing. Some of her best-known work is the details of murder victims of the cartels on marquees in Mexican towns and cities. The only thing I learned in this conference that truly bothered me was the piece, En El Aire (In the Air) (2003) which was a room filled with water vapor… from the water used to wash corpses at a morgue. Read more about her work here.

In the afternoon, I attended Claire Wood’s “Ordering meaning in the Victorian memorial card” which looked in depth at these wonderful primary sources used to commemorate the dead. They are beautiful pieces of art, too! Last, Helen Frisby presented on, “Representing gravediggers in nineteenth and twentieth century popular culture” which included some great references to popular culture gravediggers.

20180906_093248.jpg

Our evening concluded with a keynote address from Joanna Burke titled, “Carved into the body: forensic science, truth, and the female corpse.” Professor Burke talked about the gendered nature of death and forensics through the story of one of the early forensic mannequins used for training in England. From there, we were treated to a reception and dinner, which included a book launch and celebration by Emerald Publishing’s Death Studies series. Congrats to the new authors! I walked back to the guesthouse, excited for day 2 of DacNet and my own presentation in the morning…

Fall 2017 Student Blogs: REARC

This is the second in a series of Tuesday re-blogs of my student work from our HIST395 course. Please enjoy these blogs written by Coastal Carolina University students.

This blog is by student Tori Peck about the student trip to REARC in Williamsburg. 

By Tori Peck Earlier this month I attended the academic conference called REARC at Colonial Williamsburg, VA. It was about Reconstructive and experimental archaeology. It was a two day conference consisting of two parts. Friday was the formal lecture day where presenters gave presentations on the work they have been doing in the experimental/reconstructive archeological […]

via REARC Conference — Journey into Public History

NCPH 2016 – Working Group on Accessibility!

Next month, I’ll be presenting work at the National Council on Public History’s annual challenging-the-exclusive-past-ncph-2016meeting in Baltimore!  The working group – MAKING PUBLIC HISTORY ACCESSIBLE: EXPLORING BEST PRACTICES FOR DISABILITY ACCESS – 2016 WORKING GROUP – has created a page on the Public History Commons to foster conversation and ideas before the conference.

The working group introduction states, “Many of our museums and historic sites still exclude persons with disabilities, whether through physical barriers, communication barriers, or the omission of disability from the historical narrative. Public historians have an important role to play in providing an inclusive experience within their programs and institutions. In conjunction with the 25th year of the Americans with Disabilities Act, this working group will discuss and begin to address the challenges public historians face in creating fully inclusive sites and programs for people with all types of disabilities.”

Each participant has posted a case studies on the commons; mine can be found here. Please take a moment to browse the case studies and contribute to the conversation! 

As you may know, this aligns itself perfectly with my research! Here is my case study information:

  • How did I get here, and what did I do about it?

As I started my Public History PhD Program, I knew I wanted to do work in museums, possibly with a concentration in education. During the NCPH conference in Pensacola, FL, I walked downtown where adults with special needs were having a field trip in a park. It struck me in that moment that in my experience, at the history museums I had worked with up to that point, I had never worked with a group of people with special needs. During my dissertation research, I wanted to see how historic house museums and historic sites can create better, more accessible spaces, for all visitors. Specifically, I focused on field trips for high school students in general special education classes. In my experience in museums for several years across Tennessee, I didn’t see historymuseums, specifically, making an effort to create accessible spaces, beyond the typical ADA requirements. As part of my research, I visited several art museums that had specific programming, as well as some leading museums in New York City. I was able to take what worked and didn’t work for those sites, and through experimentation at a historic site in Tennessee I was able to come up with the “best practices” for creating programs for people with special needs at museums. After graduation, I published this manuscript as Programming for People With Special Needs: A Guide for Museums and Historic Sites, which include 7 practical steps for anyone wants to work with groups of people with special needs or disabilities, or frankly with any group in general at a museum. Another aspect of my research is the history of disability in museums – not through access necessarily, but rather how people with disabilities have been portrayed at museums, or “museums,” in the past, as exhibits rather than as visitors with agency.

  • What does it mean to make historic sites and programs accessible for people with disabilities? What challenges do smaller sites face in becoming fully accessible?

I think, and hope, that accessibility is starting to move beyond ADA requirements for wheelchairs, accommodations for hearing and sight impaired, and become something that is embraced, rather than a moral and legal obligation. Universal design is a term often used to describe a one-size-fits-all type of site or program, which should be the best solution for every person. That isn’t always the most feasible solution though, especially at smaller sites with limited staff, resources, and funds. Small budgets, historic buildings, limited time… all those things that staff at historic sites are so familiar with can put accessibility on the backburner to paying the electric bill, running copies for the board of directors, or directing a cider-and-cookies Christmas event for the public. However, even small adaptations to existing tours or programs or even the site itself can help with access for more visitors.

  • What accessibility standards do practitioners currently use?

Until recently, several museums and sites that I worked at did only the bare minimum for ADA, and often not even that. However, there are some good guidelines from the Smithsonian Institute for things like exhibit text and font size for people with low vision, introductory videos are often Closed Captioned, and some historic buildings even have ramps up to the first floor. There are several really great things in the works at museums I’ve visited – 3D printings of paintings or art (great for everyone, not just sight impaired), closed-museum tours for groups of students with autism, the old photos of the upstairs album for historic houses with multiple stories. Hopefully innovations and conversations, like this one, will inspire others to come up with more solutions and standards.

  • How should staff and volunteers be trained to incorporate accessibility standards into their practices?

One of the most striking aspects of my research was the lack of training in accessibility, in all positions at museums and historic sites from the Director to education staff, to security and reception. Even a bit of sensitivity and awareness training of disability and accessibility at a regular staff or board meeting can go a long way. As a part of my department service as a PhD student, I held an Accessibility in Museums workshop for the public. It was an all-day affair, with Morning session speakers, including a Keynote Speaker, Krista Flores, a Program Specialist at Smithsonian Institution Accessibility Program, additional speakers: Karen Wade, Director of Homestead Museum, Los Angeles County, California and Dr. Lisa Pruitt, Middle Tennessee State University.  Additionally, a panel of various experts in the fields of education, museums, special education, recreation and more spoke about challenges and solutions in their own fields. Afternoon Breakout sessions included case studies, information about specific issues, and think-tank opportunities. The workshop was not as well-attended as we hoped it would be, but those who did attend said that they saw the value in such a workshop and hoped that more would be available in the future.

  • In what ways can new technologies assist public historians in making their sites and interpretation more accessible? What new challenges do these technologies pose?

Tablet technology, digital media, and 3D printing are some of the newest and best ways that we can reach more people, “make history exciting,” and create accessible spaces and programs. Apps and tours and videos can especially make accessibility to historic buildings better, but a lot of those sites do not have the funds available to purchase technology that is changing quickly. There are some grants available through local or state governments, for technology for accessibility, but those are limited. In my own experience at a historic house museum, the site received a grant to create tablet tours. Then there were several changes in administration; then new research changed many of the stories that had been told on tours; then the entire focus of the mission of the site changed. To my knowledge, that project is still out there, funding still available, but at this point, the technology that was supposed to be used, 5 years ago, is already out of date, as well as the script that was paid for and written by local scholars.

  • How can we increase the number of visitors with disabilities to our sites?

There are many ways to increase the number of visitors with disabilities – by having a space that they can access, by telling their own stories so they can see themselves in the museum, through involvement from the very beginning, and more. In my own experience, reaching out to communities and telling them that they are even welcome is a big aspect, especially with children with special needs. In a survey I distributed, teachers and parents of children with special needs were concerned that history museums or historic sites (not necessarily science or children’s museums) were supposed to be quiet and still places, where no disruptions or noise would be tolerated. In my experience, by reaching out and inviting students and teachers to a specific program tailored just to their needs through detailed discussion with the teachers and aides, that myth was dispelled, and everyone had a great and educational time at the historic site.

TAM It 2013 – Recap and Highlights

The most wonderful time of the year: TAM 2013

The most wonderful time of the year: TAM 2013

It is once again the time for me to regale you all with tales from the Tennessee Association of Museums Annual Conference.  This year, the meeting was held just up the road in Franklin, which gave participants a great opportunity to visit the sites of near-by Columbia and the rich Civil War history of Franklin.

This year I attended as a conference presenter (twice!), PhD Candidate for MTSU, and as the Director of Collections, Interpretation, and Development for the Sam Davis Home and Museum (that’s a whole other post – if you’ve wondered where I have been, there is your answer – I intend to post more updates in the next week).

In among the sessions, great lunch and dinner breaks, site visits, and of course, hospitality suite shenanigans, I had a great opportunity to chat with and learn from other museum professionals about struggles and triumphs that we all share.  This fit in very well with the theme of this year’s conference, “Against All Odds: Stories of Determination and Resilience.”

Meredith, me, and RKD at the Awards Dinner

Meredith, me, and RKD at the Awards Dinner

The first day we traveled to Columbia, Tennessee to visit the James K. Polk Home, the Athenaeum, and a private residence.  We then had the awards dinner and tons of fun at the Veteran’s Memorial Hall.

Early the next morning, I chaired a panel called, “Acting on Accessibility in a Post-ADA America” with Dr. Brenden Martin from MTSU, Jared Norwood from MTSU, and Ashleigh Oatts from Marble Springs State Historic Site.  We asked such questions as: Is compliance with the Americans with Disabilities Act (ADA) enough? Is your site targeting and building an important audience by creating new opportunities for visitors with disabilities? The session  discussed ways that museums and historic sites can develop accessibility through exhibits, site layout, and program offerings in a post-ADA world by going beyond the typical “fixes” of ramps and benches.  Topics covered included the historical context of ADA, universal and exhibit design, reaching out to Special Education classrooms and individuals with cognitive delay, and struggles specific to historic sites and historic house museums.  Strategies and tips were provided, and we facilitated a short discussion about possibilities and solutions for specific sites.  Below is my presentation: 

Emerging Professionals Discussion

Emerging Professionals Discussion

The same afternoon, fellow PhD Candidate Rebecca Duke and Rachael South Bogema from the C.H. Nash Museum at Chucalissa joined me for a session called, “Rookie Roundtable: Discussions and Tips for Young Emerging Professionals.”  The session was designed as a group discussion to talk about challenges, issues, and advice for people just getting started in the field, students, or those that are trying to figure out where to go next.  We had a great conversation with people from all over the state, and everyone had great stories and advice to share! Please see Rachael’s blog on the C.H. Nash Museum site for more information!

Table 1 is victorious at the TAM Auction

Table 1 is victorious at the TAM Auction

 

 

Thursday night we visited Carnton Plantation, and then we got to experience the highly-anticipated dinner and live auction!  Table 1 walked away victorious, with every person seated there taking home at least one prize.  I even walked away with the most coveted prize: the Hospitality Suite Painting, which was created in the bathtub of the suite by TAM members the evening before the auction.

On Friday I attended two great sessions: “Against All Odds: Social Media Strategy and Planning on a Shoestring Budget” with Catherine Shtyenberg, assistant curator/web and social media coordinator, at the Frank H. McClung Museum and then a session about commemoration at historic sites which included: Melissa Davis from Humanities Tennessee,  Myers Brown from the TN State Museum, Charlie Rhodarmer from the Sequoyah Birthplace Museum, and Jeff Wells from TN State Parks.  I know I took a lot away from both of these sessions, including a great program through Humanities Tennessee that will take place at the Sam Davis Home next month!  More information here.

You can see Shtyenberg’s wonderful and informative presentation on slideshare by clicking this link.

As always, I could go on much longer about how wonderful TAM was this year (as it is every year).  Instead, I will include these pictures from Rebecca Duke and Tori Mason and the official TAM facebook page so you can live vicariously:

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Popular Culture and Public History

Getting ready to present my panelists

I recently ventured to New Orleans to present at the Popular and American Culture Associations in the South annual conference. Rebecca,  another PhD Student at MTSU, and Dr. McCormack, one of my professors who has been super influential in my studies and ideas, joined me on the panel, “Public History and Popular Culture: Use and Abuse.”  Needless to say, we had a fabulous time enjoying the sites (and food!) of NOLA, and I felt pretty good about our panel and presentations.  However, our panel, being on Saturday morning in New Orleans, was not as well-attended as I would have liked.  Therefore, I have decided to present my information to you, my online viewers.

We’ve seen social media impacting movements throughout the world and it has even helped to organize the overthrow of politically figures throughout the world.  Social media is a part of pop culture through its power to unite people and share information across the world as well as with friends.  But can these devices and the internet also teach us anything?  And how can these be adapted to use in classrooms?

My first example is from YouTube – The Historyteachers channel – Amy Burvall is a high school history teacher in Hawaii who believes very much in engaging her students in nontraditional ways.  She uses her own free time to take popular songs, such as Lady Gaga’s Bad Romance and Justin Timberlake’s SexyBack, and write new lyrics pertaining to subjects she is teaching in her classroom. She then dresses in costumes and sings the song for a camera and edits the videos using graphics and effects to make them visually appealing.  If you watch the Norman Invasion video, you will never again forget the date of the Norman Invasion. She uses these videos not as the only teaching tool in her classroom, but instead as a jumping off point for her discussions.  Students and teachers alike comment on these videos, and almost everyone seems to enjoy them.  She has 53 uploads to her YouTube channel with everything from the Beatles, to Lilly Allen, to Nancy Sinatra and Blondie.

Drunk History – is an interesting experiment in getting historians drunk and then filming them as they explain an historical event or talk about a historic person.  Whether or not these are completely staged or not is debatable, but their affect remains the same.  The original videos, produced by Derek Waters, have appeared on the Funny or Die website and they permeate Youtube and are shared fiercely on facebook and other social media sites.  The drunk historians narrates an historical event, in this case, the relationship between Frederick Douglas and Abraham Lincoln and its impact on the country and race relations.  Famous actors, in this episode Don Cheadle and Will Ferrell, with a cameo by Zooey Deschanel as Mary Todd Lincoln act out the narrator’s words and mime the words as if they are their own.  The effect these historical figures played by celebrities using popular vernacular of our time is amusing, but at the same time, the stories are generally accepted as true tellings of historical events.  Someone may actually learn something about race relations or the roles that these two historical figures played in the beginnings of civil rights and the abolishment of slavery in the United States.  Other examples include Jack Black as Benjamin Franklin, John C. Reilly as Nicola Tesla (my favorite!!!), and Michael Cera as Alexander Hamilton. 

Tumblr- My Daguerreotype boyfriend – this is something I came across in my time as an educational coordinator at a Civil War historic site.  The pictures are of actual people from history, who some people think are attractive.  This site not only shows the pictures but tells the medium with which the photograph was taken, the year, and sometimes a story about that person.  This may teach people something about these people, such as what people wore in that time period, the history of photography, and a plethora of other things.  However, I believe one of the most important things that this website does is personalize history.  Many people see history as a cold and or dead thing in the past with no bearing on the world today.  Looking at these photographs and pictures can help people to realize that these were people with lives and stories of their own.  And let’s face it… those are some hotties of history.

Blogs –  The National Archives have several blogs that they maintain, but one of the most interesting to me is Prologue.  This site really engages the public instead of just telling stories or listing off historical facts.

On Fridays they have facial hair Fridays – for whatever reason, facial hair, mustaches and beards are growing extremely popular with people today.  Mustache finger tattoos and fake moustache packets are popping up all over the place.  The national archives have pounced on this and now every friday they post a picture from their collections of a historical figure with interesting facial hair.  Not only do they post the picture, but they also tell about that person and his impact on American history.  The gentleman in the lower corners story is as follows, “If you’re planning to travel this Columbus Day holiday (and it was, like, 1835), you might thank this guy for building the first steam locomotive in the US: Peter Cooper—inventor, industrialist, and one-time Presidential candidate. But, most important for our purposes, Cooper was the owner of a truly remarkable beard. Impressive facial hair is an asset to any Presidential candidate, but we are sorry to report that Peter Cooper’s beard did not win him the 1876 election, when he ran for the Greenback Party. Still, at the age of 85, Cooper is the oldest person to be nominated for the Presidential office.”

Not only do we learn about the beard and the person behind it, but we also learn a few interesting historic facts as well.

On Thursdays the blog hosts a “Put a caption with this photo” contest.  They post a photo from their collection that is funny or interesting and then ask readers to come up with a clever or amusing caption.  The winner gets something from their online giftshop, and the following week the pictures’ true story is revealed.  Again this engages people, teaches them something, and they get a prize while the national archives boosts sale in their giftshop.

These two slides are pretty self-explanatory – several historical figures are popping up on facebook and on twitter.  While these are often times amusing or clever, they also do provide snipets of history and biographical information.  As discussed below, I hope to experiment with this more in my class through an extra credit opportunity.

As pop culture for the general populous

With historians these things are generally immensely popular, especially among graduate students.  Youtube videos related to historical events make the rounds among my teacher and student friends on facebook and twitter to enormous response and critique.  Historical facebook twitters and facebooks are generally maintained by those people who study the figures.

However, should I post something on my own facebook or twittwe, historical or related to popculture and history, friends who are not historians or particularly interested also often comment.  Their comments are not as varied or voluminous, but they do exist on some level.  An interesting study of the effect on the general populous would be valuable to see how these things affect people who are not in the history or education fields.

Many comments on youtube videos and articles about twitter and facebook are by people who are interested in the subject matter, are teachers, or are students doing research for a class.  However, many times the students comment on how much they enjoyed learning something new in a way that is not usually used in the general classroom.

Pop culture in the classroom – my assignments and thoughts

I currently teach a section of World Civilizations to 1500 at Middle TN State University where I have a variety of students and only 3 history majors.  While I want my students to learn to appreciate history and what it can teach us, I’m not huge into learning facts and dates, but I believe there are some that are very important.  I hope instead that my students can learn critical thinking and the questioning of sources and ideas.  When my class studied pre-Hellenistic Greek cultures I opened the class asking them if they remembered from their readings on which island the Minoans lived.  No one could answer me until they looked it back up in the book.  I then delivered a short presentation on the Minoans, the geography of Crete, the culture and stories of these people, their art, and the archaeological excavations the site has undergone.  Once I delivered the information I asked how many of them knew the band Radiohead and enjoyed their music.  A large majority of the class was familiar.  I then explained we would watch a youtube video, which received exclamations and praise.  I showed my class “I’m from Crete” by Amy Burvall on the historyteachers channel.  The song is a play on Creep by Radiohead, and the chorus repeatedly sings to the viewer, “I’m from Crete… I’m Minoan…” Interspersed throughout the song are other facts about the culture such as their discovery by Sir Arthur Evans, bull-leaping games, and dolphin fresco art.

At the end of the video I engaged my students in a discussion about this video.  The first reaction from one student was that he thought it was terrible and he couldn’t learn anything from it.  I was not going to let him get away with that explanation so I pushed him to tell me why he thought it was awful; perhaps the singing isn’t the best in the world and the graphics are done by a high school history teacher, not Michael Bay.  I then asked him, well, where are the Minoans from, and he said from Crete.  He then went on to list at least 5 or 6 other small facts about the culture that he had remembered from the video and reneged on his original statement that the video was terrible and worthless.  On my students first test I included the fill-in-the-blank question, “I’m from _____________, I’m Minoan.”  Every student who was in that class remembered Crete and got it correct.  While these facts may not be the most important thing they will learn in my class, I’m still proud that I have been able to use popular culture in the classroom successfully.

We also covered questions such as, what does this teach you? Can you learn better from something like this? What do you like and dislike about it?  These questions get the students thinking historically and questioning, but still they have fun and enjoy the learning environment more than they would reading a textbook or listening to a lecture.


So that was my presentation in a nutshell – unfortunately for you, the internet viewer, you were unable to catch my witty remarks and anecdotes, but I hope this was somewhat beneficial or representative of the content.

In other news, I’m about to assign an extra credit project to my class in which they research information needed to create a facebook profile page for a historic figure we have studied.   Hopefully soon I will have information to report on that!

St. Louis Cathedral and the French Quarter

I will leave you with this picture, of me enjoying the other side of the conference – sight-seeing in NOLA!Crawfish deliciousness

 

End of semester updates

Well the semester isn’t QUITE over, but it’s so close I can feel it!  This will mark the last spring semester of course-work EVER (which yes, I realize I have said that a couple times now…), but for real, I will be finished with PhD classes other than residency and dissertation hours in a little over a week!!!  I have had tons of news and breakthroughs in the past few weeks, so this post will try to encapsulate those and catch you up on what I’ve had going on.

Professor?

– I have a residency!!  After several really great meetings with organizations across the state, everything finally came down to funding (as always).  Luckily, the Public History program offered me the opportunity to do a Teaching Residency for the History Department at MTSU.  I wasn’t too excited about it at first, since I had a preconceived notion that teaching would mean I would have a class of US History 1 in the Fall semester and US History in the Spring semester.  That’s not the case at all!  Instead, this fall I will have a section of World Civ I, which will be great experience actually teaching college, because in the Spring I will be teaching Explorations in Public History, which is an upper-division undergraduate introduction to Public History!!  I have never taught my own courses, so this will be great experience, even if it wasn’t exactly what I had in mind… As I was told several times the  next week at NCPH, I’m super lucky to have this opportunity, and I have absolutely nothing to complain about.  I’m really excited to teach, and any advice is welcome!!

At the NCPH Opening Reception by the bay

– I went to the National Council on Public History Conference in Pensacola, Florida at the beginning of April, and it was INCREDIBLE for a million reasons.  I met a bunch of great professionals and other graduate students in my field and reconnected with other contacts, I went to some great sessions, I got to spend a long weekend away from Murfreesboro and even got a little bit of beach time in!  There are countless stories, but I’ll stick with just a couple.  First, I signed up to be paired with a mentor through NCPH, which I recommend to any students or young professionals who go to the meeting.  My mentor and I met for lunch on Thursday of the conference, and he just had great advice and encouragement, and it was really just nice to have lunch with someone new who had perspective on my school stuff and my future and just life in general.  Second, I went to a session on teaching intro to public history, since I had JUST learned 4 days earlier that I would be teaching the Explorations in Public History course next spring.  I got some great advice and got to hear about what others are teaching, and made some contacts with others in my position.  Third, and possibly most importantly…

The site of my dissertation epiphany

– While walking through the pretty Pensacola park we passed each day on our way from the hotel to the historic village, I had an epiphany.  Out of the blue, my dissertation and research topic popped right into my head!  I don’t want to get too detailed into it since it is still developing in my head, but it is something I am really excited about, its meaningful to the world and community (which is super important to me), and hopefully it will help museums, historic sites, and people in general.

– On a related note, I have assembled my pre-dissertation committee, and I think they’re pretty awesome, and basically the best committee of all time.

That's me!

– Perhaps MOST exciting (though really, everything has been MOST exciting lately), was a surprise I found on my MTSU account last week.  Apparently the history department has a few scholarships they award each year, and I was the recipient of one!  I am the honored and happy recipient of the Bart McCash “Outstanding Graduate Student  in History” Memorial Scholarship!  It was definitely a welcome surprise, and I’m so grateful to the committee for selecting me for this award and recognizing my work in the time I’ve been back at MTSU.

With Dr. Sayward

– I also accepted a nomination to be the Association of Graduate Students in History’s PhD Representative to the Public History Committee for the Fall 2011-Spring 2012 school year!

– Things are going GREAT at the Sam Davis Home… we are all getting ready for Days on the Farm (which also happens to fall right at the end of finals week…) and school groups almost every day the next several weeks, then summer camps right around the corner as well!  It’s keeping me busy, but I love driving on to that beautiful site in the mornings and spending the days with the greatest co-workers.

Pretty drive in, even in the rain

So, yeah!  That’s pretty much all of my exciting news of late, and hopefully once the semester wraps up I will have more time to post all the crazy ideas I’ve had running through my mind.

Thanks for reading!

Conference and Meeting Fever

I realize it has been a little while since I posted.  With the holidays and beginning of a new semester, I just haven’t had the time to sit down and put all my thoughts into words.  Part of my hectic schedule has been planning for travel and conferences this spring and summer!  Below is a list of the conferences I plan to attend, as well as some information about those meetings. 

Tennessee Association of Museums – The TAM Annual Conference is in Johnson City this year, near ETSU.  Registration for this conference is a bit pricey for a graduate student ($175 for the three days of meetings), but the price includes meals, so I can’t complain too much about the cost!   The conference also includes visits to sites in the area, such as

  • Rocky Mount, a Living History Museum that invites visitors to “become part of the happenings of the year 1791”.
  • Hands-On! Regional Museum offers over 20 permanent, interactive exhibits for all ages.
  • Tipton-Haynes State Historic Site is a Living History Museum.  The collection of buildings show the history of an early Tennessee settlement through the Civil War.
  • Gray Fossil Site is a sinkhole formed from a collapsed cave.  This is the largest and best preserved terrestrial Late Miocene to Early Pliocene site east of the Mississippi River.  Many species of animals have been discovered at the site including a saber-toothed cat, short-faced bear, ground sloth, rhino, alligator, camel, shovel-tusked elephant, Eurasian badger, red panda and the world’s largest cache of tapir fossils.

National Council on Public History – The NCPH Annual Meeting is in Pensacola, Florida this year.  The Council offers complimentary registration for student volunteers, so I have applied for that opportunity (fingers crossed!), and the Public History Department at MTSU is providing transportation for students.  The theme of the meeting is “Crossing Borders/Building Communities – Real and Imagined,” and the program offers many interesting sessions that I’m interested in attending.

American Association of MuseumsAAM Annual Meeting is in Houston, Texas in May.  I have applied for both the AAM Emerging Professional Fellowship and the NAME Student Fellowship. (fingers crossed for one of those, too!!) Cost for this one is definitely prohibitive without one of the fellowships, since registration is set at $375 for the discount, early bird rate.   However, this is THE conference for people in the museum world.  “Museum of Tomorrow” is the theme this year, which is relevant to the question I am often asked: “Are museums going to be around forever, or will they go digital?”  This may be an almost overwhelming experience, from what I have heard from others who have attended AAM, but I’m sure there is a lot of networking and learning to do while there!

So these are some of the conferences I’m hoping to attend.  I have not yet experienced a Public History or Museums conference, so here are some questions for YOU:

What are some meetings you have attended? What are some suggestions you have for a meaningful conference experience?  If you are going to any of these meetings or know of a particularly interesting session at one of these, please let me know!