Welcome, Guest Curator Mary Bohane

Mary Bohane is a senior majoring in History at Assumption College. She is also minoring in Philosophy. She most enjoys studying the Cold War and the subsequent fall of the Soviet Union. She previously curated the Slavery Adverts 250 Project during the week of March 25-31.  She will be presenting on her work on the Adverts 250 Project at Assumption College’s 24th annual Undergraduate Symposium.

Welcome, Mary Bohane!

Welcome, Guest Curator Anna MacLean

Anna MacLean is a senior majoring in History and minoring in Elementary Education at Assumption College. She was inducted into Phi Alpha Theta, the History Honor Society, at the conclusion of her junior year. Anna was particularly inspired by her high school history teacher who sparked her interest in the field. Her favorite historical topics include Latin American history and several different eras of American history, including the Roaring Twenties and the Cold War. Beyond her studies, Anna enjoys spending her free time training in Olympic weightlifting. She served as curator of the Slavery Adverts 250 Project during the week of April 8-14, 2018.

Welcome, Anna MacLean!

Welcome, Guest Curator Kurt Falter

Kurt Falter is a senior majoring in History with minors in Education, Peace and Conflict Studies, and Political Science. His favorite topics of study are American history, twentieth-century world history, and American government. He serves as a history tutor at the Academic Support Center and co-leader of Candlelight Prayer at Assumption College. He has previously interned at the Edward M. Kennedy Institute for the United States Senate in Boston, where he conducted a research project on the growing apathy of Americans towards government. His responsibilities also included leading tour groups.

Welcome, Kurt Falter!

Welcome, Guest Curator Zachary Karpowich!

Zachary Karpowich is a junior majoring in History and minoring in Political Science at Assumption College. He has served as the treasurer of the Assumption College Moot Court Club during the 2017-2018 academic year. He is also the tuba player for the Assumption College Concert Band. Karpowich is from Trumbull, Connecticut.

Welcome, Zachary Karpowich!

Welcome, Guest Curator Sean Sullivan

Sean Sullivan is a senior at Assumption College, double majoring in History and Theology with a minor in German Studies. Many of his studies focus on human sexuality and its intersection with religion, most especially Christianity. In addition to earning a place on the Dean’s List every semester, he is president of the college’s chapter of Phi Alpha Theta, the national History Honor Society. In 2017, he participated in Assumption College’s 23rd annual Undergraduate Symposium, presenting on the eccentric Austrian psychologist, sexologist, and energy theorist Wilhelm Reich. Beyond academics, he enjoys writing as well as role-playing games of both the tabletop and digital variety.

Welcome, Sean Sullivan!

Welcome Back, Guest Curator Jonathan Bisceglia

Jonathan Bisceglia is a junior majoring in History with a minor in Education.  He previously served as guest curator when he enrolled in “Revolutionary America” in Spring 2017. He has presented twice at Assumption College’s Undergraduate Symposium: “Transcribing the Past:  Working on the Isaiah Thomas Broadside Ballads Project” (2017) and “Exploring Abby Kelley Foster and Women’s History in Worcester with Charlotte Wharton” (2016).  The second presentation emerged from an interview conducted in collaboration with the Worcester Women’s Oral History Project. His graphic design work was featured in “From Frederick Douglass to Ferguson:  Graphic Design Projects on Race in Modern America Inspired by the Collections of the American Antiquarian Society,” an exhibition at the American Antiquarian Society during Black History Month in 2016. Jonathan hopes to become a professor of colonial American history.

Welcome back, Jonathan Bisceglia!

Reflections on Working with Guest Curators, Once Again

The semester is coming to a close and the guest curators from my Public History class have completed their responsibilities. In a series of interview questions, they each reflected on their experiences once again at the end of a second week guest curating. I would like to do the same now that the classroom project has concluded (for the moment: guest curators will return as part of future courses).

Working with my students on this collaborative project has been immensely rewarding, one of my favorite endeavors in nearly a decade of teaching. Why? There are several reasons. For one, this has been the most effect method for incorporating my own research into the classroom. In the past I’ve brought eighteenth-century advertisements to class to analyze as primary sources or assigned chapters I’ve written to supplement other readings about the confluence of commerce, culture, and politics in early America. While I will continue to do so, neither of those approaches allowed the sustained inquiry that guest curating the Adverts 250 Project for a week fostered and required.

I also believe that this was an effective method of instruction because students played such an important role in shaping the outcome. Although I did set some basic parameters (establishing a methodology for which issues of colonial newspapers should be consulted and insisting that they had to select advertisements for consumer goods and services, with only one exception each week), the guest curators chose the advertisements that interested them. This engaged their creativity, but it also gave them ownership of the work they were doing. For many assignments – in history and other disciplines – they respond to a prompt provided by a professor. They research and write about something that professor has specified they must investigate. For this project, however, they had much more freedom to choose what interested them.

One student was especially interested in women’s history. Whenever possible, she selected advertisements placed by women. That turned out to be just a starting point. As she examined those advertisements she learned a lot about the communities in which those women lived and the culture, politics, and economics that shaped their lives. The advertisements led her to a variety of primary and secondary sources that enriched her understanding of eighteenth-century America more broadly. She developed better research skills, tracking down maps, trade cards, and paintings from the period. Throughout the process, she enthusiastically learned about early America because her curiosity propelled her forward. I could have designed a series of readings and document exercises to impart similar knowledge, but the sense of discovery involved with locating and choosing which sources to consult enhanced the learning experience by giving the student both authority and responsibility for shaping her inquiry in the manner she desired and found most compelling.

The collaborative nature of this project also contributed to its success as a classroom exercise. I tell all of my students that I expect them to be junior colleagues throughout the semester, that we will investigate the past together. The extent to which students actually accept my invitation to become junior colleagues depends in part on the individual and in part on the type of class. Due to their previous experience, greater exposure to primary and secondary sources, and the projects they are expected to produce, seniors conducting their own research in the capstone seminar are much more likely to comport themselves as junior colleagues than students in introductory survey courses.

For this project, students could not avoid acting as junior colleagues, in large part because we interacted so extensively beyond the classroom. During the past semester I had more sustained contact with my Public History students than with any other students in any course I previously taught, with the exception of a student who researched and wrote a senior thesis under my direction and the possible exception of some of the best and most ambitious seniors in the research seminar. One at a time, the guest curators were immersed in the Adverts 250 Project for an entire week, which meant working closely with me.

Each student selected a slate of proposed advertisements and then met with me to have them approved. Most received my blessing, but I explained why some were rejected and gave advice for making new selections. Once an advertisement was approved, the guest curator independently conducted research on some aspect of it, though I sometimes made suggestions or provided context that I thought would be helpful. Writing a rough draft followed the research stage. Guest curators sometimes met with me in my office to review their drafts; other times we had conversations via email. Some drafts required a bit of polishing before being posted online, but others needed more extensive revisions. I made suggestions for revising prose and reorganizing material. I identified occasional historical errors, flagged incorrect assumptions, and challenged interpretations. I suggested additional sources to consult and explained why some online sources were problematic. We worked together on writing, research, and information literacy skills. Most entries went through more than one draft.

Then came another collaborative element of the project. Once a student’s entry was ready, I contributed my own “additional commentary” about the advertisement. Sometimes I expanded on the theme the guest curator had developed. Sometimes I addressed another aspect of the advertisement that interested me. In both instances I analyzed the advertisement selected by the student. As I have mentioned elsewhere, the guest curators did not always select the advertisements that I would have chosen, but each of their advertisements was significant in its own right. I believe that letting them take the lead, putting them in a position of authority in which I applied my expertise to the material they had selected, helped my students to conceive of themselves truly as junior colleagues.

There’s one more explanation for why this project was such a successful part of my Public History class: I worked with good students. Part of me fears attempting to replicate this experience in a future class with a different cohort of guest curators! As much as this method of instruction aided my students in learning and achieving their potential, it’s imperative to acknowledge that I benefitted from working with good students, each of them simultaneously smart, responsible, conscientious, and hard working. This experiment could have had a very different outcome this semester. I’m grateful that the guest curators took it seriously and, as a result, made such significant contributions to the Adverts 250 Project.