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Museum Curatorial Practices, Experie...

Silguero, DeBorah .

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Museum Curatorial Practices, Experiential Learning, and Undergraduate Student Transformation.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Museum Curatorial Practices, Experiential Learning, and Undergraduate Student Transformation./
Author:	Silguero, DeBorah .
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	146 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-04, Section: A.
Contained By:	Dissertations Abstracts International82-04A.
Subject:	Educational philosophy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28088880
ISBN:	9798672169903

Museum Curatorial Practices, Experiential Learning, and Undergraduate Student Transformation.
Silguero, DeBorah .

Museum Curatorial Practices, Experiential Learning, and Undergraduate Student Transformation. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 146 p.

Source: Dissertations Abstracts International, Volume: 82-04, Section: A.

Thesis (Ph.D.)--California Institute of Integral Studies, 2020.

This item must not be sold to any third party vendors.

This inquiry proposes that a service-learning academic program, grounded in a constructivist theoretical framework and taking place within a museum site, can foster transformative learning for undergraduate students. The inquiry was conducted as students helped create museum exhibits and engaged in an educational program for one semester. Students' reflective journals, interview answers, and on-site observations were analyzed, addressing the epistemic meaning that students acquire through learning by experience, in particular as they acquire knowledge of museum curatorial practices within a nontraditional academic setting.The findings first show how student-centered experiential learning is an effective learning strategy as it places students in an active, rather than a passive role, in the learning process. Second, as students interpret cultural artifacts and create didactic content for public viewing, in the context of a museum's commitment to inclusive communication, generated by local community engagement, corollary insights were gained in terms of ethical representation and interpretation as an expression of social justice. Third, through nontraditional learning, within the context of constructivist and experiential learning theories, students cultivated resiliency and self-management and as a result, create skills that will serve them during their time at a university, and beyond.

ISBN: 9798672169903Subjects--Topical Terms:

3173367
Educational philosophy.
Subjects--Index Terms:

Constructivist learning

Museum Curatorial Practices, Experiential Learning, and Undergraduate Student Transformation.
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300 $a 146 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-04, Section: A.
500 $a Includes supplementary digital materials.
500 $a Advisor: Deslauriers, Daniel.
502 $a Thesis (Ph.D.)--California Institute of Integral Studies, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a This inquiry proposes that a service-learning academic program, grounded in a constructivist theoretical framework and taking place within a museum site, can foster transformative learning for undergraduate students. The inquiry was conducted as students helped create museum exhibits and engaged in an educational program for one semester. Students' reflective journals, interview answers, and on-site observations were analyzed, addressing the epistemic meaning that students acquire through learning by experience, in particular as they acquire knowledge of museum curatorial practices within a nontraditional academic setting.The findings first show how student-centered experiential learning is an effective learning strategy as it places students in an active, rather than a passive role, in the learning process. Second, as students interpret cultural artifacts and create didactic content for public viewing, in the context of a museum's commitment to inclusive communication, generated by local community engagement, corollary insights were gained in terms of ethical representation and interpretation as an expression of social justice. Third, through nontraditional learning, within the context of constructivist and experiential learning theories, students cultivated resiliency and self-management and as a result, create skills that will serve them during their time at a university, and beyond.
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