Tangential Connections

I'm using vacation on April 11-14 so that I can go to the Popular Culture Association/American Culture Association conference in Boston with some of my grad school classmates.  I've been trolling through the conference program, trying to decide what sessions I want to attend. 

I should probably briefly explain why I'm in grad school.  The short answer is that I love working with adult learners, like all of you.  I like helping people connect with resources that will help them do their jobs better. Perhaps I have the soul of a reference librarian.  The longer answer is that I'm hitting mid-life (eep).  We didn't end up having kids so I'm looking for a new personal challenge.  Being a geek at heart, I decide to go back to school to get theoretical underpinnings and more background for the work I do.

As a history museum person, I'm most interested in the learning that occurs in informal settings, like a museum visit or in a hobby group.  I'm thinking of doing my research in the quilting community since it's something I have some familiarity with, as a lifelong needleworker, but am not part of personally.  So, back to the conference program.  There are no sessions that tie at all to quilting or other related hobbies.  How can I use the opportunity of the conference wisely, given that the university and I are both investing money in my attendance?

I'm obviously going to the session where another Penn State grad student is presenting, especially since I know him through a former job, to provide support as well as keep up my network.  But what might relate in some way to my research?  I'm currently thinking that I'll follow the "Fandom" track - yes, there is a scholarly community studying fandom - because fan groups have a lot in common with quilting groups.  They are voluntary, informal groups of people with a common interest.  I'll keep my notebook handy for eureka moments inspired by the presentations and discussions.

So why am I writing about this?  Presumably you expect some part of our topic to apply to your teaching or you wouldn't have applied.  But everything won't apply directly to your classroom.  So, as you move through this year, be on the lookout for ideas and content that may appear to only tangentially relate to your classroom and be prepared to capture the eureka moments they may inspire.

Down the Rabbit Hole of Blogging

I've been resisting writing a blog generally since my life's a bit complicated at the moment (more about that shortly) so this year's Keystones of the Federal Union TAH project is giving me a push.

I'm the project coordinator for this project, based in Harrisburg at The State Museum and State Archives (but I don't work for them, which I'll explain in another post).  I'll be your guide through the historical content pieces of this project as well as summer institute logistics and resources.

So, a bit about me - I have a masters in history with a certificate in museum studies.  My career has been entirely about professional development in the history world.  I spent seven years creating and delivering professional development for history museum professionals, both paid and volunteer.  Since 2003, I've had the delight of working with teachers through three Teaching American History grants.

I titled my blog "Reflecting on History" because I hope that's what you'll do.  In the complicated part of my life, I'm also a grad student.  I'm almost at the end of my first year of a D.Ed. program in Adult Education at Penn State Harrisburg.  One of the key elements this year has been reflecting on our practice - as we learn theories of adult learning and more about the field of adult education, we have to then reflect on what we do as adult educators to think about how this new knowledge affects what we do in our everyday work lives.

I hope that as you learn more about the period of the American Revolution and U.S. Constitution, you will reflect on how this new knowledge affects your understanding of this period in American history.  You'll probably get tired of hearing me say this, but my intent is that you as an adult learner will learn more about American history.  Since you are the expert in your classroom, I expect that you will then take your knowledge of American history and figure out what pieces fit into your teaching.  You won't be able to take everything we do immediately into the classroom.  Part of your reflecting on history is thinking about YOUR practice.