History in Public: A Workplace Project (HISM039)
|Staff||Professor Henry French - Convenor|
|Pre-requisites||[Revised History MA Core Module]|
|Duration of Module||Term 1: 11 weeks; Term 2: 11 weeks; Term 3: 7 weeks;|
Workshops: all students are required to attend an introductory meeting and project workshops, co-ordinated by the Module Convenor. Sessions include: sourcing and selecting work placements; managing relationships with project partners (including initial contacts, letter-writing, CV-writing); project brief design; delivery plan; project evaluation criteria & techniques.
One-to-one consultations: all students will be able to have a consultation with the Module Convenor, in which an appropriate placement will be discussed, and obtain feedback on the assessed project brief.
Seminars: all students will participate in an end-of-placement Presentation detailing the project objectives, main activities, outcomes, challenges & solutions, and lessons learned.
Independent work experience and study: with the assistance of the Module Convenor, students will be required to organise their own ‘History in Public’ projects, including preparing appropriate CVs and cover letters, and to produce, and agree, a project brief with the external partner before the beginning of the activity period. They will work for at least 100 hours in an agreed professional setting and will reflect on that experience within the context of the module's assessment. It is the responsibility of the student to keep the Module Leader informed of progress in the workplace and of problems that have arisen.
ILO: Module-specific skills
- 1. Establish connections between the subject-knowledge, interpretation and presentation skills acquired as part of a Masters degree in History and the skills required in the workplace
- 2. Formulate a project with an external partner organisation, review it in light of feedback, deliver this brief with the partner organisation, and reflect critically on the application of academic skills in the workplace
- 3. Demonstrate an ability to reflect critically on practical experiences gained, and the impact they may have on his/her views and actions
ILO: Discipline-specific skills
- 4. Demonstrate your skills in the research, selection and evaluation of specific jobs and the structural context of those jobs
- 5. Demonstrate your ability to use discipline-specific critical approaches acquired in Masters level History degree to deliver an agreed project brief in an employment setting
- 6. Demonstrate an ability to communicate (in writing and in speech) in a manner appropriate to the particular workplace context
- 7. Demonstrate the ability to critically analyse and reflect upon the discipline-specific practices used in delivery of a project with an external partner
ILO: Personal and key skills
- 8. Develop / enhance practical work-based skills and experience
- 9. Negotiate the different types of working relationships with staff within the workplace, and others - directly or indirectly - relevant to the placement
- 10. Demonstrate the ability to identify and reflect on personal challenges and to learn from their resolution
- 11. Demonstrate the ability to use a range of technologies and applications relevant to the external partner organisation
Initial meeting between History in Public Project Module Tutor and students, to introduce the module, and to get students to identify non-HEI project partners.
Project Brief Workshops – Workshops with Module Tutor to develop project brief.
2,000-word Project Brief moderated & returned to student; copy sent to non-HEI partner, as the agreed, finalised project description. Project Development Workshop to discuss issues arising from projects; plus one-to-one consultations with Project Module Tutor.
The main working period with the non-HEI partner will occur in term 2
Project Presentation – 20 min. Individual student presentation detailing the project objectives, activities, and outcomes, and reflecting on personal challenges and lessons learned.
Project Report, 4,000 words – Reflection on how the specific project addressed the methodological issues of working with non-HEI partner, and producing outcomes for non-HEI audiences. Supporting materials will include non-HEI partner’s feedback.
Learning activities and teaching methods (given in hours of study time)
|Scheduled Learning and Teaching Activities||Guided independent study||Placement / study abroad|
Details of learning activities and teaching methods
|Category||Hours of study time||Description|
|Scheduled Learning and Teaching Activities||3||Workshops|
|Scheduled Learning and Teaching Activities||5||Tutorial Meeting|
|Scheduled Learning and Teaching Activities||2||Feedback|
|Guided Independant Study||189||Private Study|
|Scheduled Learning and Teaching Activities||1||Individual Presentation and Feedback|
Summative assessment (% of credit)
|Coursework||Written exams||Practical exams|
Details of summative assessment
|Form of assessment||% of credit||Size of the assessment (eg length / duration)||ILOs assessed||Feedback method|
|Project Brief||20||2,000 words||2, 4, 5 & 9||Written/oral|
|Project Report||50||4,000 words||1, 3, 5, 6, 7, 10 & 11||Written/oral|
|Project Presentation||30||20 mins||1, 3, 5, 6, 7, 10 & 11||Written/oral|
Details of re-assessment (where required by referral or deferral)
|Original form of assessment||Form of re-assessment||ILOs re-assessed||Timescale for re-assessment|
|Project Brief||Project Brief||2, 4, 5 & 9||3 months|
|Project Report||Project Report||1, 3, 5, 6, 7, 10 & 11||3 months|
|Project Presentation||Script and slides as for 20 minute presentation||1, 3, 5, 6, 7, 10 & 11||3 months|
The re-assessment consists of the project brief and report, as in the original assessment, but replaces the project presentation with a written script and accompanying visual aids that could be delivered in such a presentation and which is the equivalent of 20 minutes of speech.
Indicative learning resources - Basic reading
Black, Graham, The Engaging Museum (Routledge, 2005).
Crooke, Elizabeth, Museums and Community (Routledge, 2007).
Dresser, Madge, ‘Politics, Populism, and Professionalism: Reflections on the Role of the Academic Historian in the Production of Public History’, The Public Historian, 32, 3 (Summer 2010), pp. 39-63.
Durbin, G., ed., Developing Museum Exhibitions for Lifelong Learning (London,1996).
Falk, John H., and Lynn D. Dierking, Learning from Museums (Altamira Press, 2000).
Hooper-Greenhill, Eilean, Museums and Education (Routledge, 2008).
Lord, Barry and Gail Dexter Lord, The Manual of Museum Exhibitions (Altamira, 2002).
Marincola, Paula, ed., What Makes a Great Exhibition? (Philadelphia Exhibitions Initiative, 2006).
Ravelli, Louise, Museum Texts: Communication Frameworks (Routledge, 2006).
Serrell, Beverly, Exhibit Labels: an interpretive approach (Altamira Press, 1996).
Serrell, Beverly, Judging Exhibitions: a framework for assessing excellence (Left Coast Press, 2006).
Thelen, David, ‘Learning community: lessons in co-creating the civic museum’, in Gerard Corsane, ed., Heritage, Museums and Galleries (Routledge, 2005).
Module has an active ELE page?
Indicative learning resources - Web based and electronic resources
Web based and electronic resources:
Institute of Historical Research (UK) History and the Public conference, February 2006 http://www.history.ac.uk/resources/history-and-public-conference
The Public Historian (available online 2007 onwards)
Public History Review (online)
International Journal of Heritage Studies (available online)
Museums and Society (open access online)
Open Museum Journal: http://hosting.collectionsaustralia.net/omj/index.html
Available as distance learning?
Last revision date
Key words search
Public history, work placement.