History Museum Administration
Fall 2009
Syllabus
Ms. Laura A. Miller (laura_a_miller@nps.gov)
Central High School National Historic Site
2120 Daisy L. Gatson Bates Drive
396-3006
8:30 a.m.-5:00 p.m.
HIST 7330.01
Monday 6:00-8:40 p.m.
**Note: This class will meet at the Arkansas Studies Institute (ASI), Room 110, 401
President Clinton Avenue.
This graduate seminar is a comprehensive introduction to administering history
museums through applying knowledge and skills to real-life situations. Issues involving
employment, operations, budget and finance, mission statements, strategic planning,
development, ethics, and methods of interpretation will be covered. Throughout the
semester I will bring in museum professionals to discuss various topics with you,
therefore, not only is attendance mandatory, but you will be expected to have completed
the reading and assignments prior to class and be ready with questions. Students should
feel free to consult with me on their assignments for this course. Please call me at my
office number to schedule an appointment.
There are three books assigned for this course. They are:
Hugh H. Genoways and Lynn M. Ireland, Museum Administration: An Introduction
(AltaMira Press, 2003).
Bryant Tolles, ed., Leadership for the Future: Changing Directorial Roles in American
History Museums and Historic Societies (AltaMira Press, 1991).
Freeman Tilden, Interpreting Our Heritage (University of North Carolina Press, 2008
revised edition).
The written work for this course will consist of compiling a museum plan based
on IMLS grant guidelines, developing the necessary administrative policies to operate the
museum, and raising money (through grants and other means) for construction and
operations. It is imperative that you keep up with the reading and your assignments;
working in the public eye for clients means there is little room for error.
Your grade for this course will be determined as follows: 25% class participation,
including handing in written exercises the week following each assignment; 40%
museum plan; 20% grant presentation; 15% museum problem solving.
A = 90-100% B = 80-89%
C = 70-79%
D = 60-69%
F = Below 60%
Students with disabilities: It is the policy and practice of the University of Arkansas at
Little Rock to create inclusive learning environments. If there are aspects of the
instruction or design of this course that result in barriers to your inclusion or to accurate
assessment of achievement--such as time-limited exams, inaccessible web content, or the
use of non-captioned videos--please notify the instructor as soon as possible. Students
are also welcome to contact the Disability Resource Center, telephone 501-569-3143
(v/tty). For more information, visit the DRC website at www.ualr.edu/disability.
STUDENT LEARNING OBJECTIVES – UPPER-LEVEL COURSES
1. Demonstrate a significant degree of knowledge about both United States and
World history through completion of a broad selection of courses in history.
2. Ask appropriate historical questions that demonstrate an understanding of the
discipline of history and distinguish it from those of other disciplines.
3. Distinguish between primary sources and secondary sources used in the writing of
history and know how to use and analyze each appropriately. Students will thus
be able to:
Analyze a primary source as a product of a particular historical context;
Respond critically to a secondary source, taking into account the primary
sources used by the historian, the historian’s methodology, the logic of the
argument, and other major interpretations in the field.
Present historical analysis and arguments in a clear written form, including
the ability to construct an argument by marshalling evidence in an appropriate and
logical fashion.
Write a research paper that asks a significant historical question, answers
it with a clear thesis and a logical argument, supports it with both primary and
secondary sources documented according to the standards of the Chicago Manual
of Style, and is written in clear and artful prose with the grammar and spelling
associated with formal composition.
Policy for Absences and Late Assignments: It is important that you attend class.
Twenty-five percent of your grade is for class participation. Assignments are due on the
dates listed. Ten points will be deducted for every day an assignment is overdue.
Academic Honesty: All assignments will be conducted under the Academic Dishonesty
provisions of the UALR Student Handbook found on page 63, and on the UALR website
at www.ualr.edu/www/archive/handbook/HANDBOOK.HTML.
Topics and Assignments
August
24
Introduction to course; review syllabus and assignments; discussion of museum
plan assignment (IMLS guidelines).
For this course, you will create a new history museum. Your museum has an
annual budget of $500,000 and has just been given a newly renovated structure of
25,000 square feet on one level. From the information provided to you and what
you can find on your own, you will develop draft plans for your museum,
including a mission statement, a proposed list of collections and collections
policies, a list of sample programs or activities, and an organizational chart.
For each class, prepare a brief, one page critique of the readings to turn in.
31
“What is a Museum?” & Mission Statements
Genoways, Chapters 1-3
Assignment: Prepare a draft mission statement for your museum, as well as
sample bylaws and a statement about your potential audience characteristics. Be
ready to discuss the general issue of what (ideally) museums should be and/or do.
Be prepared to discuss your museum.
September
7
No Class-Labor Day Holiday
14
Interpretation and Education
Kimble Talley, Education Specialist, Central High School NHS
Georganne Sisco, Education Director, Old State House Museum
Genoways, Chapter 12
Tilden, All
Assignment: As the Director of your new museum, you need to develop an
interpretive plan with educational programming for the public and for school
children. Include information about what types of exhibits, programs, and
publications you will develop, and how you intend to present your plans to the
board/governing body.
21
Starting a New Museum
Meet at the MacArthur Museum of Arkansas Military History with Stephan
McAteer, Executive Director.
Genoways, Chapters 4, 9, and 13.
Assignment: Prepare a draft strategic (long range) plan for your new museum.
28
Collections Management
Dana Simmons, Archivist, William Jefferson Clinton Presidential Library
Genoways, Chapter 8
Tolles, ed., pp. 63-70
Assignment: In order to become accredited your museum will have to develop a
responsible way of managing collections. What does this entail and how can you
go about improving (organizing) this area? Prepare draft collections policies for
your institution.
October
5
Grant Writing (Development)
Jama Best, Program Officer, Arkansas Humanities Council
Marci Bynum Robertson, Director of Collections & Historical Research, Museum
of Discovery
Genoways, Chapter 6
Tolles, ed., pp. 121-134
Assignment: Bring a one-page synopsis of your grant idea for your new museum.
Develop a draft development plan. You will write a mini grant to the Arkansas
Humanities Council either for the museum where you work, or for the MacArthur
Museum of Arkansas Military History. The written grant is due on the day you
make your grant presentation. Grant guidelines are available online at
www.arkhums.org.
12
No Class – Turn in Museum Plan draft by 5:00 p.m.
19
Finance and Budget
Heather Register, Deputy Director, Mosaic Templars Cultural Center
Genoways, Chapter 5
Tolles, ed., pp. 105-120
Assignment: Develop a preliminary operating budget for your museum. Include
staff salaries and assume that benefits are 30% of salaries.
26
Board and Staff Roles (Hiring Practices)
Jim Metzger, Histecon Associates
Genoways, Chapters 7 and 10
Assignment: Create draft personnel policies, including a plan for recruiting
diverse candidates. Include a draft organizational chart for your museum.
November
2
Exhibits
Stephan McAteer, Executive Director, MacArthur Museum of Arkansas Military
History
Meet at MacArthur Museum of Arkansas Military History
Genoways, Chapter 14
Assignment-Due November 16: Go to a local museum (not the one where you
work) and view an exhibit from a critical standpoint. Identify the topic and the
interpretation followed in the exhibit and decide if it is successful. Consider the
physical aspects of the exhibit as well: Is it well lit? Are the objects appropriate?
Do the labels make sense and are they legible? Come to class prepared to discuss
the exhibit you viewed.
9
Public Relations, Outreach, and Ethics: Putting Your Best Face Forward
Amy Peck, Public Relations Specialist, Old State House Museum
Genoways, Chapters 11 and 15
Tolles, pp. 121-134; 155-165
Assignment: Develop a draft PR/Marketing plan for your new museum.
16
Grant Presentations
Exhibit Reviews Due
23
As needed; Work on Museum Plans
30
Presentation of Museum Plans
Museum Problems Due
December
7
Last Day of Classes
Museum Plans Due
History Museum Administration
HIST 7330
Museum Plan
Table of Contents
Preface: Mission Statement/Statement of Purpose; Bylaws; Code of Professional
Conduct
I.
Audience
II.
Collections Policies
III.
Interpretation/Education/Public Programs/Exhibits
IV.
Physical Facilities, Safety and Security, Floor Plan
V.
Staffing/Personnel Policies
VI.
Governance and Management/Financial Management/Operating
Budget
VII.
Development Plan
VIII.
Marketing/PR Plan
IX.
Strategic Plan
Appendix Grant Applications – Arkansas Humanities Council
Note: The total document should not exceed 50 pages, typed, double-spaced. Your grade
will be based 25% on the in-class presentation and 75% on the written document. You
will need to draw on all the information provided in the course, and in your research in
the field (including interviewing museum professionals in the city), to successfully
complete this project.