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“Scrolling through history: Using digital storytelling to deliver social studies

content to classrooms in Appalachian Georgia”

University of North Georgia Dr. Bonita Jacobs

President 82 College Circle

Dahlonega, GA 30533 706-864-1993

January 1, 2017 – June 30, 2018

May 31, 2017

Rosann Kent Director, Appalachian Studies Center

University of North Georgia

Historic Vickery House/82 College Circle

Dahlonega, GA 30533

706-864-1540 rkent@ung.edu

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FINAL REPORT NARRATIVE

Title of Project: “Scrolling through history: Using digital storytelling to deliver social

studies content to classrooms in Appalachian Georgia”

Grant Period: January 1, 2017-June 30, 2018

Grantee Name: University of North Georgia

Project Director: Rosann Kent

DESCRIPTION OF PROJECT In Year 1 of this two-year project, students in the Appalachian Studies Minor helped The Foxfire Museum and Heritage Center expand its digital interpretive capacity.

Using narrative inquiry as a research methodology, they used material from Foxfire’s archives to write a script and illustrated a crankie, a moving panoramic art

form from the 19th century. More than 85 Foxfire transcripts were researched to locate stories about planting by the signs, a folklore belief system based on farming according to the phases of the moon and its movement among constellations.

In Year 2, pre-service education students in UNG College of Education were to work

with a second community partner, the Northeast Georgia History Center (NEGHC), to digitize and package the crankie performance into social studies content for

Appalachian classrooms. The final product is “webisode,” a short documentary that teachers can download on demand and the ATP students packaged the social

studies unit by adding pre- and post-activities aligned with state performance standards.

This new collaboration among organizations that have never worked together

before leveraged the Appalachian Regional Commission’s investment in northeast Georgia’s cultural, educational, and heritage assets. For example, Foxfire provided

the primary source materials, students in Appalachian Studies Minor created the crankie, education students provided the teachers’ resource guide and NEGHC’s

Cottrell Digital Studio, provided the filming and production of the crankie,

PROJECT ACTIVITIES • Meetings and other activities with the community partner(s) (include

the name of each partner, dates and locations of meetings, topics of focus-

group discussions, etc.)

Jan 31, 2017 NEGHC. Met with Director of Northeast Georgia History Center (NEGHC) and introduced him to Dr. Pam Sachant, department head

for UNG’s Visual Arts. Discussed how to build on ATP project to create a Museum Studies class to prepare students to work in art or history museums,

historic sites, national parks, etc.

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August 2017. Faculty mentor visits Foxfire so curator can work on crankie

and to select photographs.

October to November 2017. Faculty mentor and NEGHC meet frequently on phone, visits, and email to develop a museum studies class based on

feedback from 2012 to 2016 ATP alumni and partner feedback.

January to April, 2018. Each Monday during spring semester as part of a newly developed Museum Studies class taught by the NEGHC Director.

June 2918. UNG faculty field trip planned for mid-June to Foxfire to determine a

future partnership for faculty and student training for Foxfire Approach to Teaching and Learning.

• Other field work in the community

- May 2017. ATP 2015/2016 alumni, Harlie McCurley, demonstrates crankie making techniques at the Appalachian Studies Center/Historic

Vickery House. See Facebook album: https://www.facebook.com/pg/appalachia.ung/photos/?tab=album&album_id=1697723286984716

Sept. 2017. Two education class toured NEGH and took photos for ATP

presentation: https://www.facebook.com/pg/appalachia.ung/photos/?tab=album&albu

m_id=1697723286984716 Sep 2017. Students in Appalachian Studies minor host seed swamp and

crankie briefing at Murrayville Branch of Hall County Library: https://www.facebook.com/pg/appalachia.ung/photos/?tab=album&albu

m_id=1697723286984716 - Oct. 2017. Three students in education class attended Foxfire’s

Mountainer Festival and took photos for ATP PowerPoint: https://www.facebook.com/pg/appalachia.ung/photos/?tab=album&albu

m_id=1697723286984716

• The conference presentation and poster - Dec. 2017. One student from education class attended 2017 ATP

conference: https://www.facebook.com/pg/appalachia.ung/photos/?tab=album&albu

m_id=1697723286984716

• Student presentation of the project report to the community partner

- The education students did not have a dress rehearsal and this activity was not accomplished. (See chart below.)

• At least one of the following: student presentation of the project report

to a civic organization (other than the community partner) or to

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elected officials in the community (include the name of each group and the date of the presentation);

While the education students who participated in the project were not able to

present, two ATP alumni completed this goal.

- March 2018. A 2015/2016 ATP alumni, Harlie McCurley, presented the 2017/2018 project with Ms. Kent to the Murrayville Branch of the Hall

County Library: https://www.facebook.com/pg/appalachia.ung/photos/?tab=album&albu

m_id=1697723286984716

- April 2018. A 2016 ATP alumni, Sara Wintersgille, presented ATP research to the UNG Astronomy Symposium and created a booklet based

on planting by the signs: https://www.facebook.com/pg/appalachia.ung/photos/?tab=album&albu

m_id=1697723286984716

• Include publicity for such presentations as an attachment below links to any videos, social media, or other online materials that show the students interacting with their community partner(s)

o In addition to the following links, see Facebook Album ATP 17 at Georgia Appalachian Studies Center:

https://www.facebook.com/pg/appalachia.ung/photos/?tab=album&album_id=1697723286984716

o January 28, 2018 New museum studies class developed: https://ung.edu/news/articles/2018/01/new-course-introduces-

students-to-possible-careers-in-museums.php o March 13, 2018 Forum at Northeast Georgia History Center:

http://www.negahc.org/articles/events/detail/id/417/ o March 22, 2018. Planting by the Signs: An exploration into

Appalachian folklore workshop at Murrayville Library: https://www.facebook.com/events/678290135893923/April 21,

2018. Planting by the Signs Astronomy Symposium at UNG: https://www.facebook.com/events/2029275224065617/

PROJECT OUTCOMES

GOALS/OBJECTIVES MET PART-

IALLY MET

DID

NOT MEET

NOTES

1. Student Goal.

ARC Goal 2. Pre-education students will

prepare to enter their professional credentialing

program by earning 20 hours of service.

x Four preservice education

students did earn far more than the required 20 hours of

service.

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2. Project Goal. ARC Goal 4: This new

collaboration will leverage the previous investments

the ARC has made in the two non-profits as well as

the Appalachian Studies Center and the College of

Education.

x A solid collaboration has begun and included the three original

members as well as a fourth: Sautee Nachoochee

Community Center in White County asked the faculty

mentor and several members of the Appalachian Studies

Center to visit their site and create similar projects. See

program continuation.

3. Project Goal

ARC Goal 5: The organizations themselves

will be strengthened. For example, the College of

Education has never had a formal partnership with

Foxfire while the Northeast Georgia History

Center has never partnered with Foxfire or the College of Education.

Both non-profits have partnered with the

Appalachian Studies Center who will bring all

parties to the table for an innovative project that

could not be accomplished without

each collaborator. The synergy of these groups

working together to deliver digital content will

naturally lead to other projects.

x

4. Student Goal: Education students will

create a digitized version of the crankie

from Year 1.

x Students did not participate in the production of the crankie

(narration, photo selection, etc). The faculty mentor met

with the producer at NEGHC on several occasions and provided the narration for the

crankie.

5. Student Goal: All

education students will serve on at least one

team: production, marketing, logistics,

x The group of education

students was too small to work in teams. In addition, no

student leader emerged.

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assessment, and technology. All work

will be coordinated by student leaders using

a planning template,

6. All education students

will be enrolled in EDUC 2120; however,

selected ATP students will meet at a separate

time in order to fulfill their service

requirements.

x Pre-service educators did meet

at a separate time, but provided feedback to co-

faculty mentor that working on ATP was unfair as compared to

other service projects as they invested many more hours.

7. Education students will

replace the term class with meeting and learn

to create agendas, take minutes and

create action statements. This approach will develop

students’ leadership capacity and

emphasize the real-life, accountability of

this project.

x No student leader emerged.

Students were not enrolled in the Appalachian Studies minor

and were not invested in the project.

8. First, education

students will review the work of Year 1 by

retracing key steps such as mining

archives, photographs, and records during at

least one field trip to Foxfire

x A group field trip could not be

arranged due to their scheduling conflicts. Two

students did tour Foxfire late in the semester.

9. Education students will attend community

events at both non-profits

x Three education did attend Foxfire festival that was not at

the Foxfire site. Two of those toured NEGHC but no one

attended an event at the history museum.

10. Education students

will volunteer for at least one of its

monthly Family Days on a Sunday

afternoon.

x Students did not volunteer.

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11. Education students will explore NEGHC’s

resources for educators, particularly

the webisodes and travel trunks.

x Students explored the resources on line but did not

meet the directors or curators to learn about the other

resources.

12. Education students will meet on multiple

occasion with the director, the digital

media producer, and the curator of

education

x Students did not arrange at mutual time to meet the

partners.

13. Education students

will provide background material,

photos, and other images to the Cotrell

Digital studio as needed.

x Students could not arrange at

mutual time to go to Foxfire. The faculty mentor and the

partner reviewed more than 200 photos and images.

14. Dr. Reece, instructor

of record, will guide students in developing

a pre and post assessment to be used

by the classroom teachers

x A draft was written, but not

approved by either partner and will be revised this summer.

15. Ms. Kent will acquaint students with the

previous ATP work as well as the ARC’s new

strategic plan

x The new strategic plan document was used.

16. Reflections will be

posted on the College of Education’s Live

Text, a digital portfolio required for pre-

service teachers

x Education students did not

meet again after ATP to write course reflections or to attend

a debriefing.

17. Education students

will learn how to build a community

collaboration that satisfies a critical need

in the state's educational system by

partnering with two non-profits.

x The collaboration was built,

but education students did not participate in meetings or

planning meetings.

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18. UNG planned to send 5 students, 2 faculty

co-mentors, 1 administrator, and 2

partner representatives

x 1 student attended. 1 partner representative attended.

19. Education students will create an exhibit

for poster sessions at the Washington

conference. The webisode will be

available on a tablet and the pre-and post-

assessments will be displayed in a

notebook.

x The student attending ATP created a basic trifold. The

draft of lesson plan was available; pre and posts were

not. The community partner created a trailer of the

digitized version for the student’s presentation. He also

staffed the table to play the webisode and explain the

project

20. Education students will hold a “dress rehearsal” at the

Dahlonega campus for the local community

as well as partner representatives

x Students had not made sufficient progress to hold a dress rehearsal.

21. In the spring semester, education students will present this project to UNG's undergraduate research conference.

x Education students did not return in spring; however, ATP

alumni did present a digital preview and research report to

a scholarly/public audience at an Astronomy Symposium and

community audience at local library.

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PROBLEMS ENCOUNTERED

Unlike previous years, this project did encounter major problems that are reflected in the peer reviews and chart of goals and activities accomplished.

1. Conference evaluations show that the 2017 ATP did not perform at past ATP levels and dropped from top rankings. Peer reviewers questioned as to why

only one student attended the conference. (Two students canceled the day before the conference, citing illness. Another was a no-show.)

2. The chart in the project outcome section notes whether each goal/activity was met, partially met or not met.

- 5 of 21 of the total number of goals and activities, or 24% were met. - 4 out of 21, or 19%, were partially met.

- 12 out of 21 goals and activities, or 57% were not accomplished.

Several factors contributed to these outcomes:

1. The main challenge was that ATP was not imbedded in the EDUC course syllabus and the class was given a choice of several projects including

several that were direct volunteering such as tutoring. Only a few selected ATP. They appeared not to a stake in Appalachian Studies.

2. A 2000-level course is not usually expected to contain challenging projects

that demand high level of leadership. Students were not mature enough to take responsibility for the project and were not guided adequately by

instructor of record. 3. Students would only meet for two hours on Wednesday and would not commit

to the amount of time outside of class that an ATP project demands.

PROGRAM CONTINUATION AND SUSTAINABILITY

Project. The project itself (crankie and teaching guide) was designed to be completed in two years. The resource notebook will be revised this summer by

NEGHC to align with their other teacher guides.

Program. The Appalachian Studies Center will continue to work with the two partners from Year 1 and Year 2 (Foxfire and NEGHC) and also with Sautee

Nachoochee Community Center. Such outreach fulfills the mission of the center as outlined by the Georgia general assembly.

ATP Sustainability. The College of Education is being rebranded as a regional

engagement center for the College of Education that is cost neutral and financially productive. Its leadership welcomes the Appalachian Teaching Project as part of its community based outreach.

Lessons learned:

- ATP needs to reside in the Appalachian Studies Minor. By default,

students who are in the minor have an interest and “stake” in the outcome of ATP.

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- ATP needs to be imbedded throughout the entire class, not offered as one

selection on a menu of projects.

- ATP needs to reside in an upper level class such as the GASC Appalachian Teaching Project or GASC 4800 capstone.

CONCLUSIONS AND RECOMMENDATIONS

The larger hope was that the two primary community partners would be

strengthened by connecting with each other and the Appalachian Studies Center, that relationships between and among the directors would be built, and that

programs would be held and larger initiatives would be set in motion. Despite the education students’ lack of commitment to the digital project, this larger goal was

accomplished.

1) The first Museum Studies Class was developed and taught by Glen Kyle, NEGHC director. (See attached syllabus.)

GASC 3500 Special Topics: Public History and Museum Practices in Southern Appalachia

This course explores both the theory and practice of public history and the role of history-

focused interpretive sites in Appalachian communities. Fundamental, practical approaches

to professional development provides focus and insight for those who are considering a

career in the field of museums and/or public history. Emphasis is given to history museums,

historic sites and structures, and public interpretation of Southern Appalachia. Topics

include methodology and practice (approaches to and differences in public history v.

academic history); historic site/museum administration (institutional roles & responsibilities,

ethics, fundraising, and community interaction), curation (collections management,

conservation, exhibit design and installation), and operations (marketing, educational

programming, and resource allocation). To maximize learning outcomes the course will be

held at the Northeast Georgia History Center (a regional museum located between the

Dahlonega and Oakwood campuses) rather than in a traditional classroom.

2) Appalachian Studies Center facilitated UNG’s first alternative spring break

with Foxfire. https://ung.edu/news/articles/2018/03/students-cut-trails-at-foxfire-during-spring-break.php

3) Dr. Cristina Washell and Mrs. Cindy Sherrill, UNG faculty in the College of

Education, are interested in pursuing a Foxfire partnership to train pre-service teachers in Foxfire Approach to Teaching and Learning. A

conversation with Foxfire director has begun and a visit is planned for mid-June. This has long-range effect on education in Appalachian Georgia as the

collaboration will encourage discovery-based learning through digital delivery. (See attached email).

4) A new and fourth partner has expressed interest in the collaboration, the Sautee Nachoochee Community Center. (See attached email).

a. One planning visit was made to Sautee by a group from the Faculty Advisory Board and met with director and board;

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b. An “exchange visit” from Sautee was made to Appalachian Studies Center to receive technical assistance with heirloom seeds in Sautee’s

slave cabin, c. A culminating presentation and storytelling was held by Appalachian

Studies director at Sautee in May. d. This partnership will continue in the coming year.

ATTACHMENTS

Links to photos, flyers, invitation, students in action are embedded throughout the

report. A pdf of emails from partners is attached as well as the syllabus from GASC 3500 Museum Studies course.

UNG ATP Attachment: Selected Emails from partners

NORTHEAST GA HISTORY CENTER

To UNG’S History Department Head Thu 10/19/2017, 1:13 PM

Jeff,

A more detailed/formal course description (draft!) follows; hopefully it illuminates the differences between what this class would be and what ANTH3101 offers. Your

input, of course, is eagerly sought. See you next Tuesday!

GK

GASC 3500 Special Topics: Public History and Museum Practices in Southern Appalachia

This course explores both the theory and practice of public history and the role of history-focused interpretive sites in Appalachian communities. Fundamental,

practical approaches to professional development provides focus and insight for those who are considering a career in the field of museums and/or public history. Emphasis is given to history museums, historic sites and structures, and public

interpretation of Southern Appalachia. Topics include methodology and practice (approaches to and differences in public history v. academic history); historic

site/museum administration (institutional roles & responsibilities, ethics, fundraising, and community interaction), curation (collections management,

conservation, exhibit design and installation), and operations (marketing, educational programming, and resource allocation). To maximize learning

outcomes the course will be held at the Northeast Georgia History Center (a regional museum located between the Dahlonega and Oakwood campuses) rather

than in a traditional classroom.

Glen Kyle

Executive Director Northeast Georgia History Center at Brenau University

322 Academy St NE Gainesville, GA 30501

770-297-5900 www.negahc.org

K

FOXFIRE

Tue 9/26/2017, 11:33 AM

Barry Stiles <curator@foxfire.org>

Sent Items

Thank you so much for taking the time out of your day to locate these photos! I also appreciate your feedback about the end product staying as faithful to the

original artistic product as possible. I'm working on an updated script with the minor deletions or any changes in red, plus the photo suggestions on the side. I

should have that to you by end of week.

Thank you again! Rosann

SAUTEE NACHOOCHEE

Wed 3/7, 12:50 PM

Rosann Kent

Inbox

Dear Rosann,

I’m on the committee for the SNCA Senior Potluck Lunch and Lecture Series and will be drafting a short article to promote your May 1st presentation to the group.

For the article (we put it on our website, include it in e-bulletins to SNCA members

and submit it to local newspapers), I would need just a short description from you, please, of what you plan to include in your presentation. Either by email or we can

speak on the phone, if you prefer.

Also, if you could please provide a photograph to promote the event. Maybe you have one of yourself doing some activity that is related to Appalachian culture? Or

you may have some other picture in mind that relates to an aspect of your presentation.

Though May 1st seems some time away, my article deadline is third week in March,

just around the corner!

Many thanks for your kind help with this. Looking forward to hearing from you,

Ann Willis Email: ann.c.willis@outlook.com

Cell phone: 678-654-9158 P.S. Chris Dockery is my next-door neighbor. I was chatting to her recently about

this event, and she told me you were Prynne Reason’s godmother. It’s therefore very likely we have met at one of Prynne Reason’s very memorable parties.

Gordon Benson <gandhbenson@gmail.com>

SAUTEE NACHOOCHEE

Tue 5/1, 5:04 PM

Rosann Kent

Inbox

Hi Roseann,

I can't tell you how much Helen and I loved your presentation today! On the way

home, we were talking about how similar your Maw Maw is to my grandmother "Clyde". She was born in Gainesville and lived along the Chattahoochee in

Morgantown which is underneath Lake Lanier today near Vans Tavern about where Port Royal Marina has their floating restaurant. She was a Morgan and that side of

my family is VERY Welch. We all called her Clyde because that was her name and she didn't want to be called grandmother or especially granny. The family owned

the general store and when she was in the 8th grade she was Post Mistress of their little area because the PO was in their store. They saved seeds from year to year

to year for their garden and she produced and preserved a lot of her food in her garden her whole life as long as she was able. Having me as slave labor helped her prolong the process. I loved her dearly and your talk made me think about her

fondly today.

Regardless, what a worthwhile program you are doing at UNG. Thanks so much for sharing it with our community today. I'm so happy we got the Power Point up and

running so you could do that part for our members.

Did you give Patrick Brannon your contact info so we can get you your Honorary Membership to SNCA? If not, please let me know all your data like address, phone

and email so I can make that happen.

Again, thanks so much for sharing at the Center today! We still need to work on some sort of partnership with your ASP and SNCA if you think that is a possibility

still!

Cheers! Gordon

FOXFIRE

Tue 4/24, 12:28 PM

Hiya, Rosann

Without an institutional sponsor like Piedmont, we are putting our teacher education piece on hold for now. However, we are working with some folks at UGA

and beyond to develop a new means of providing teacher instruction. We are looking into a NEH Education grant for a summer institute, possibly as soon as next

summer.

I like your idea of doing a short-course and that’s something we could potentially put together with Jan Buley, who is still out there doing the Lord’s work and

carrying the Foxfire torch. Perhaps we could have a larger conversation about this over the summer.

Best,

TJ

TJ Smith, Ph.D.

Executive Director The Foxfire Fund, Inc.

PO Box 541 Mountain City, GA 30562 director@foxfire.org

706.746.5828

UNG COLLEGE OF EDUCATION

Today, 7:57 AM

Rosann Kent

Inbox

Dear Rosann,

I just wanted to let you know of our interest in pursuing a partnership between the Elementary/Special Education Teaching program at UNG and Foxfire. The Foxfire

Approach to Teaching with its Ten Core Practices is very much aligned with the foundational tenets that guide our ELE/SPED program at UNG. In my opinion, a

relationship with Foxfire will help us to better prepare our teacher candidates to be effective at supporting the academic, social, and intellectual growth of their

students. Please let me know if there is some way that you can facilitate the development of this partnership with Foxfire and if there is anything I can do to

assist you in meeting this goal. Thank you and take care,

Cristina

Dr. Cristina Washell Associate Professor, ELE/SPED Program

ELE/SPED North Coordinator Teacher Education Departmen

University of North Georgia 82 College Circle

Dahlonega, GA 30597

GASC 3500/HIST 4170

Public History and Museum Practices in Appalachia

Spring Semester 2018 (January 8-April 25)

7435/7147

Professor: Glen Kyle

Class Location: Northeast Georgia History Center, 4p.m. – 6:40 p.m.

Office: at Northeast Georgia History Center

Office Hours: By Appointment

Phone: 770-297-5900

e-mail: glen.kyle@ung.edu, gkyle@brenau.edu

Course Description:

This course explores both the theory and practice of public history and the role of history-focused

interpretive sites in Appalachian communities. Fundamental, practical approaches to professional

development provides focus and insight for those who are considering a career in the field of

museums and/or public history. Emphasis is given to history museums, historic sites and

structures, and public interpretation of Southern Appalachia. Topics include methodology and

practice (approaches to and differences in public history v. academic history); historic site/museum

administration (institutional roles & responsibilities, ethics, fundraising, and community

interaction), curation (material culture studies, collections management, conservation, exhibit

design and installation), and operations (marketing, educational programming, and resource

allocation). To maximize learning outcomes the course will be held at the Northeast Georgia

History Center (a regional museum located between the Dahlonega and Oakwood campuses)

rather than in a traditional classroom.

Assignments and Grading:

Grades will be determined as follows:

Class Participation: 15 %

Given the topic and size of the class, participation by the entire group in readings,

discussions, and activities is crucial. Also, as this class only meets 15 times during the

semester attendance is absolutely crucial. Missing more than two classes without a viable

medical emergency accompanied by a doctor’s excuse will result in an F for the entire

class.

Readings summaries: 10%

A brief 2-page summary of each week’s readings will be due at the beginning of class

Site Review: 20%

Each student will visit at least two museum/historic sites for the purposes of critical

analysis, review, observation, and sheer enjoyment. The grade will be based on a

presentation to the entire class, accompanied by a written report to be turned in to the

professor.

Practicums: 15%

A series of practicums concerning various topics and approaches in museum work will be

carried out and/or turned in

Final Project: 40%

The student will create a portfolio that exhibits their mastery of the basic concepts of

public history, exhibit design, and practical museum approaches. More detail will be

given in class and in following rubrics. Possible approaches are: Design an entire

Exhibit; develop an interpretive plan for a historic structure/site; create a

development/business plan for a new or rebranded small museum.

Grading will follow the college policy: A (90-100 points; B(80-89) ; C(70-79); D(60-69); and

an F for failure.

Policy on Academic Dishonesty

No cheating of any sort will be tolerated in this class. Do your own work!! We will follow the

procedures laid out in the UNG code of student conduct. Plagiarism includes copying any text

or speech that is not your own or passing off as one’s own ideas, data, writings of another or

presenting as one’s own an idea or product that is derived from an existing source. Plagiarism

includes direct copying of another’s work, cutting and pasting selections from other papers into

your own, and improper citation. If you have any questions on what constitutes plagiarism,

please come see me.

Cheating is defined as obtaining information through fraud or deceit, either by use of

unauthorized notes, books, or other sources prior to or during exams, or by using information

under false pretenses.

All UNG students are responsible for observing the highest standards of academic and personal

integrity. The penalties for academic dishonesty are severe and ignorance is not an acceptable

excuse. All cases of alleged academic misconduct will be referred to the Office of the Dean of

Students. Anyone guilty of plagiarizing, cheating, or in any way violating the academic

code of conduct will automatically receive a failing grade for the entire course.

Special Concerns

This class is designed to be accessible by all UNG students regardless of gender, race, or

disability. If you feel you are eligible for special consideration from the office of disability,

please contact the office and see me so that we can make sure that your experience in this class is

enjoyable.

The Manual for students with disability is available from the office and contains information on

eligibility for disability services, documentation requirements, responsibilities of the student and

accommodation/auxillary aids and services. Intake, equipment, and accommodation request

forms are available for you to download on their website.

The Manual also provides information for grievance and appeal procedures.

The Counseling, Advising, & Disability Services recognizes that students with disabilities who

are in the transition from high school to college, transferring from another college, or adult

learners have unique needs and concerns. Contact the office to schedule an appointment to

discuss your specific needs at Gainesville State College.

Please call Carolyn Swindle, coordinator of Disability Services, at 678-717-3855, if you have

any concerns.

Classroom policies

Debate and questions are highly encouraged, but must be done in a respectful manner. Any

disruptive, rude, or aggressive behavior will be dealt with accordingly.

A laptop or tablet may be used for the purpose of taking notes ONLY. Use of any other

electronic device for texting, email, web surfing, or working on projects for other classes is

prohibited and will not be tolerated. Excessive, inappropriate use of electronic devices including

cell phones will result in a dismissal from class.

Attendance:

Regular attendance in class has been shown time and again to be the key grasping the material

and, as such, earning a good grade. Missing class means missing notes and discussion, and as a

result performance suffers.

Roll will be taken each class. Students who stop attending class may be administratively

withdrawn (with or without academic penalty); a grade of W may be assigned when students fail

to attend 10% of any class meetings prior to the midpoint of the term; a grade of WF will be

assigned when students stop attending after the midpoint.

Inclement weather: TV and radio stations will announce if the college is closed. Information on

closing will also be available on http://www.ung.edu.

Textbook

Gary Edson & David Dean: The Handbook for Museums, ISBN 978-0415099530

Additionally, shorter supplementary readings will be provided throughout the course.

Weekly Schedule

Week 1

1/8: Introduction & Course Overview

Week 2

1/15: NO CLASS, MLK DAY

Week 3

1/22: Museum Management: Chps 1, 2, 3

Week 4

1/29: Collections & Risk Management: Chps 4, 5

Week 5

2/5: Conservation, storage, and Archives: Chps 6, 7

Week 6

2/12: Exhibits planning and project management: Chps 8, 9

Week 7

2/19: Interpretation of objects and information: Chps 10, 11 & supplements

Week 8

2/26: Educational programming and interpretation: Chp 12, and supplements

Week 9

3/5: Historic House opportunities and challenges: Supplements

NOTE: 3/5 IS THE LAST DAY TO WITHDRAW WITH A W

Week 10

3/12: SPRING BREAK WEEK

Week 11

3/19: Professionalism and fundraising: Chps 13, 14, supplements

Week 12

3/26: Ethics: Chps 15, 16, 17

Week 13

4/2: Site review presentations and review discussions

Week 14

4/9: Site review presentations and review discussions

Week 15

4/16: Marketing and public relations: supplements

Week 16

4/23: Wrap-up and review

FINAL PROJECT DUE: Friday, April 25, 4 pm