From the classroom to the museum
Understanding Faculty-Designed Assignments in an Academic Museum
Bibliographic Data
| ID | 5717971 |
|---|---|
| Authors | Alison Barnes (0000-0002-0920-2990, Skidmore College, corresponding author), D Ryan Lynch (0000-0001-7168-214X), Daniel R Lynch (0000-0001-7654-5267, University at Albany, State University of New York) |
| Year | 2012 |
| Volume | 27 |
| Issue | 5 |
| Pages | 487-503 |
| Publication date | 2012-12-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Museum Management and Curatorship (JOURNAL) |
| Journal identifiers | ISSN: 0964-7775 • E-ISSN: 1872-9185 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09647775.2012.738134 |
| OpenAlex | W1969836494 |
| Language | EN |
| Citations received | 5 |
| References cited | 4 |
A renewed interest in shaping academic museums into sites for multidisciplinary learning has created a need to involve faculty members and academic administrators in the pedagogical work of museums. Providing new insight into these efforts, this article examines patterns in museum-based assignments from a wide range of disciplines. These patterns reveal how the assignments direct students to engage objects, ideas, and texts through four types of commonly used exercises in college teaching: observation and interpretation, analysis and synthesis, research, and organization. Using these exercises as categories and providing detailed descriptions of more than 20 assignments to serve as models, this article presents a framework that will benefit academic museum professionals working to build curricular engagement with their companion academic institutions
Engineering ethics · Mathematics education · Multidisciplinary approach · Pedagogy · Social science · Sociology · Art Education and Development · Computer Science · Engineering · Evaluation of Teaching Practices · Museums and Cultural Heritage · Psychology
| Citations per year | 0.56 |
|---|---|
| Citation span | 2017 - 2022 (6) |
| Highly cited | No |