All,

I just realized that although this thread is very interesting, we have not
answered the original question. I would say allow the new employee to work
with the program for a while before entering any real data. Have them
create a sample database and enter data into it for a couple days, before
moving to the real thing. The learning curve should not be too steep. As to
the actual process of cataloging, there are several good works. Buck and
Gilmore's "New Registration Methods" should solve that problem. After that
it is just a matter of experience, which would have been useful up front.

It seems a good time to note that we are not trying to bash museum studies
programs in any way, but that we are merely trying to point out that they
do not necessarily produce fully functional museum professionals, and that
there are significant variations in the type and completeness of such
programs. We need those graduates and their skills. We just need to
understand that some assembly may be required, and that batteries are often
not included.

Museum work is 10% theory and 90% application. Programs that may be
focusing on theory are missing a huge segment of what their graduates will
be expected to do on the first day of their new job. On-the-job training
and experience can be valuable in learning the foibles of a given
institution, their programs and procedures, and the myriad things we are
asked to do that are not on our job descriptions, but we are discussing the
core knowledge that is basic and indispensable to museum practice. The
types of knowledge that should be gained before handling the objects in a
collection or creating the records in their files, never during or after.
Amidst irreplaceable collections should be the last place we seek to gain
said basic knowledge.

Certainly degrees in alternative fields can provide valuable experience and
knowledge that can be very useful in a field that draws from so many other
disciplines. However, many of those other fields will also lack in hands on
training of the kind we are discussing. For example, Anthropology is an
excellent crossover degree that requires its students to perform
significant amounts of hands-on work, which also relates directly to museum
work, but you can do very little with it but go on for more education. An
MBA, on the other hand, will provide fabulous knowledge and skill that
could be used in museum administration, as well as an alternative career,
but they will remain inept handlers of fragile artifacts none the less.

There are indeed numerous classes, seminars, on-line programs, and
conferences designed to help bring museum professionals up to speed on a
wide variety of topics. As a matter of fact, professional development and
continuing education are absolutely critical elements of any museum career.
The museum field continues to grow and develop, and professionals in the
field must seek out the new knowledge or be left behind. Both new and more
experienced professionals should be encouraged and supported in efforts to
seek out those opportunities to grow and maintain their knowledge. They
also do not have to break our budgets to be very useful.

Mark Janzen
Registrar/Collections Manager
Edwin A. Ulrich Museum of Art
Martin H. Bush Outdoor Sculpture Collection
Wichita State University
(316)978-5850



             Sharon Koomler
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                                       Re: cataloguer training

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Hello,

I will offer the advice given to me as I pondered graduate programs in
1990. Judith Kirk,  Assistant Director at the Mathers Museum of World
Cultures at Indiana University, advised me (as an undergraduate in Folk
Studies/American History) to continue my graduate degree in a broader field
that would allow more avenues for me after graduation rather than narrowing
my choices by entering a museum studies program that prepared me for one
field. Her theory was that I could continue doing internships and
work/study in museums while in school so that I could gain the very
valuable hands-on experience that I would need to find employment in the
museum world later, but I would not be limited only to museum work.  It was
great advice. Thanks, Judith!

We all know that museums vary widely in practice - we don't use one common
database for collections, admissions, membership, etc. The museum studies
interns I have worked with, however, came with great enthusiasm and keen
interest in learning and understanding the procedures being used at the
moment at that museum. I have personally worked at or consulted with at
least a dozen different museums, in interpretive, curatorial, education,
and administrative capacities, that have all used different systems for
each of the tasks at hand. I've done almost every aspect of museum work
from interpretation; researching, developing, and mounting exhibitions
(yes, building the furniture, too); education programming; registration and
cataloguing; fundraising; sweeping, windows, and toilets!  I think lots of
us have.  So the question about "Industrial Arts 101" is a good one!

Finally, our museum is one of those with that long history of changing
habits in accessioning and numbering artifacts. I agree that it is
important to keep track of that history while professionalizing and
standardizing our numbering system. We are doing just that, very easily I
might add, using PastPerfect.  (not an advertisement for the software, but
acknowledgement of what we use.)  I welcome interns to come learn
cataloguing and database entry with us!

Best,

Sharon Duane Koomler
Curator
Shaker Museum and Library
Old Chatham, New York

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