Category: Praxis Seminars

Claire Mehta Scott, BMC 25′

The Lifecycle of an Artist in Residence at the Fabric Workshop and Museum

Semester: Spring 2025

Praxis Course: HART 420 Museum Studies Fieldwork

Faculty Advisor: Monique Scott and Sylvia Houghteling

Field Site: Fabric Workshop and Museum 

Field Supervisor: Judson Browning

Praxis Poster:

HART_MEHTASCOTTPRAXIS_RevisedForPrint-compressed

 

Further Context:

This past semester I was lucky enough to intern at the Fabric Workshop and Museum (FWM) with the Exhibitions Manager, Judson Browning. FWM is a contemporary art institution founded in 1977 with the express purpose of collaborating with Artists-in-Residence, as well as their high school and adult apprentices, to “reveal new possibilities.” This is done through encouraging experimentation with unfamiliar materials and modes of production. The workshop specializes in screen printing fabric and producing yardage. Additionally, FWM is free to the public and hosts Artist-in-Residence as well as high school and adult apprentices.

During my time at the workshop, I undertook several projects, with my main focus being creating an AIR (Artist-In-Residence) & Exhibition Standard Operating Procedure. This living document exists with the express purpose of streamlining hosting an Artist-In-Residence, outlining all the possible outcomes that emerge from this collaboration while avoiding language that feels limiting or expectant about what the end goal might be. This involved breaking down residencies into potential “phases,” and further delineating each possibility into sub-phases, i.e. renaming Phase 3 (previously “exhibition”) to “completion” which contains 3a: “exhibition,” but does not necessitate it. Additionally, new phases emerged within this framework which include Phase 4: “performance,” in the case of an AIR who is interested in pursuing a post-exhibition project, and Phase 0: “orientation” which encourages an AIR to have face time with each department within FWM at the onset of the residency.

To consider every perspective in creating the SOP, I interviewed various department heads within the workshop/museum. I worked to place everyone’s needs and deadlines within an exhibition timeline, which will hopefully prompt further cross-departmental communication.

Before I began working on the AIR & Exhibition SOP, I spent the first few months of my internship getting acquainted with the unique institution.  I was working within and building relationships that would further serve me in the interview process and throughout my time at FWM. While running around with my supervisors addressing projects on a need-by-need basis, such as doing upkeep and maintenance on the current exhibition, Softcover, or researching forthcoming AIRs (like Cherry Moki and Lisa Alvarado), I also worked on two other written documents, namely, the Exhibition Checklist for Softcover and an AIR Welcome Packet. An exhibition checklist is a list of everything that is in a show and the materials and dimensions of each piece. The checklist I created for Softcover will be used when traveling the show. The AIR Welcome Packet is a document that contains everything you might want a friend visiting Philly to know. In addition to introducing the institution, it includes a list of grocery stores, my restaurant recommendations, a guide to Reading Terminal Market, museums, and a SEPTA guide.

I am so so glad for this experience and all the people who worked so hard to make it as enjoyable and educational as it was! I have gathered so many new skills and built so many incredible relationships during my time at FWM. I’m leaving my internship feeling excited for the next time I can come and visit my friends in the offices upstairs.

Francis Perrigo, BMC 26’ 

Museum Studies Fieldwork: Harriton House

Semester: Spring 2025

Praxis Course: HART 420 Museum Studies Fieldwork

Faculty Advisor: Monique Scott and Sylvia Houghteling

Field Site: Harriton House 

Field Supervisor: Laura Carpenter 

Praxis Poster:

HART_FrancisPerrigo_Poster

 

Further Context:

As part of my praxis course, I interned at Harriton House, a local historical site once owned by Charles Thomson, the secretary of the Continental Congress. During my time there, I completed a range of archival projects that deepened my understanding of historical preservation and organizational recordkeeping. I organized and archived the records of Nancy Walker, a former president of the Harriton Association, as well as materials from two related groups: the Music Study Club and the Lower Merion Society for the Detection and Prosecution of Horse Thieves and the Recovery of Stolen Horses. I also transcribed handwritten correspondence from Paul Maier, another past association president, which offered insights into collection management and the vast number of uncatalogued materials that Harriton holds. In addition, I worked with Harriton’s book collection, helping to inventory and preserve its holdings. My work took place both in person and remotely, depending on the nature of each project, and I often juggled multiple tasks simultaneously. Beyond archival work, I had the chance to care for Harriton’s animals and interact with visitors.  

During my internship, I spent most of my time in the Archive Room, which is located in Harriton House. It was slow and meticulous work, but it taught me a lot. I learned quickly that attention to detail and focus are incredibly important, and you need to have a good idea of your organization system going in. Even little choices like how to group things or what to label a folder can make a big difference in your final product. As I sorted through the bins and file cabinets, I started to get a feel for how collections come together. I got better at recognizing different types of letters based on typeface and paper, and I could recognize different handwriting such as Nancy Walker’s. It was quiet and time-consuming work, but it made me realize how important backstage effort is when running a historic house.   

Without the efforts of archivists, many important documents like original blueprints or association bulletins could be overlooked during research. I also learned some basic preservation skills such as flattening, removing paper clips and paper pins, and sorting documents into acid-free folders and archival boxes. It was very illuminating to learn just how much work needs to go into preserving documents, even modern ones. I realized that my ability to focus is a valuable asset that I hadn’t previously considered. I also got better at trusting my judgment, staying organized, and managing multiple projects. It increased my already high regard for archival work and all the effort that goes into archival departments, no matter how large or small they are.

Maia Roark, HC 25′

Curating the Past: Preserving the Future

Semester: Spring 2025

Praxis Course: HART 420 Museum Studies Fieldwork

Faculty Advisor: Monique Scott and Sylvia Houghteling

Field Site:  Historical Society of Pennsylvania

Field Supervisor: Brianna Quade

Praxis Poster:

HART_Maia Praxis Poster (24 x 36 in)_Revised

 

Further Context:

This semester, I interned at the Historical Society of Pennsylvania (HSP). I was lucky enough to work in the Learning and Engagement Department under Brianna Quade, the Community Engagement Coordinator.

For a little introduction, HSP opened in 1824 as a way to preserve valuable documents of the American Revolution. Today, HSP’s collection includes over 21 million items, most of which are books, manuscripts, photographs, and newspapers. The archive rests in the heart of Center City, several blocks away from City Hall. One of my favorite things about HSP is that all of the objects are in one building. If you sit down in the Hogwarts-esque reading room and request something — say, an 18th-century ornithology book, a 10-foot SEPTA map, or a David Kennedy watercolor — it will be brought to you. There are so many items that even HSP’s staff regularly find materials they never knew we had. (One of the most recent ones was the diaries and briefcase of a traveling salesman who traveled with his pet raccoon, Dimples).

My work mainly involved working on an upcoming exhibit entitled Voices of the Community: Local Black Preservation. I spent the beginning months of the internship sifting through different collections, trying to find materials that resonated with me. I finally settled on the Nellie Rathbone Bright collection. Over the next few weeks, I researched Ms. Bright and put together a wall case that highlighted significant moments in her life. Ms. Bright worked as the principal for three different Philadelphia schools in the mid-20th century. She constantly strove to make her community a better place, planting gardens, building playgrounds, and generally improving the areas around her schools. In a particularly touching photograph, Ms. Bright poses with several teachers and schoolchildren next to a TV: the first of its kind at her school.

Overall, one of the most memorable experiences of this internship was the feeling of tapping into the great Philadelphia community. As a Haverford student, I sometimes forget how isolated the campus is. My internship at HSP not only made me feel like I was in the know, but also made me feel like I was doing something about it. When Macy’s announced that they were closing the historic Wanamaker Building, America’s first department store, HSP invited the public to come view its Wanamaker Collection which included drawings, photographs, and letters about the building. I got to help set up documents for a WHYY segment on Wanamaker.

Finally, I am so grateful for my experience at HSP. This is my second time interning in its Learning & Engagement Department, and I have learned so much about working in the museum field. Above all, I have learned the importance of a positive work environment. Thank you to Brianna, Justina, Selena, and Katie for such a great spring semester.

Ella Sokulski, BMC 27′

Museum Studies Fieldwork: Wexler Gallery

Semester: Spring 2025

Praxis Course: HART 420 Museum Studies Fieldwork

Faculty Advisor: Monique Scott and Sylvia Houghteling

Field Site: Wexler Gallery

Field Supervisor: Maeve Daly

Praxis Poster:

HART_EllaSokulski_Revised

 

Further Context:

Over the course of the spring semester, I had the pleasure of interning at Wexler Gallery, an art gallery in Philadelphia’s Fishtown. Wexler Gallery focuses on exhibiting collectible design and artwork; these categories span fine arts, such as paintings to glass, and light design. As an intern, I became aware of the daily workings of an art gallery and explored each facet of gallery life.

Through my internship, I explored numerous online platforms used by the gallery, including FileMaker Pro, ArtBase, Squarespace, 1st Dibs, Incollect, and Constant Contact. Part of my responsibilities as an intern were to make sure these online platforms were up-to-date. This included adding contacts and art to ArtBase, adding people to the mailing list, updating pieces on 1st Dibs and Incollect to be sold, updating information on the website, and contacting museums and designers to promote our artists.

Along with the digital aspect of my internship, I was also a part of putting together the Henry Bermudez exhibition. I accompanied Maeve, my field supervisor, to Bermudez’s studio to take photos and dimensions of his art for the show, and organized them online so that they were easy to reference. I was able to help with the curatorial process and assisted in the arrangement of the art. Along with the technical side of the exhibition, I also helped with facilitating the opening.

Interning at Wexler Galler was an amazing experience where I got to experience the daily activities of an art gallery. I gained valuable skills for online databases and for working with other websites, such as Incollect. The staff at Wexler Gallery was extremely welcoming and eager to help me figure things out, I am so thankful for all that I learned.

Deora Starobin, BMC 26′

Exhibition Labeling at Woodmere Art Museum

Semester: Spring 2025

Praxis Course: HART 420 Museum Studies Fieldwork

Faculty Advisor: Monique Scott and Sylvia Houghteling

Field Site: Woodmere Art Museum

Field Supervisor: Amy Gillette

Praxis Poster:

HART_DeoraStarobin_Revised

 

Further Context:

This semester I worked at the Woodmere Art Museum, located in Chestnut Hill, Philadelphia. This is a smaller scale institution that focuses on the artworks and artists of the greater Philadelphia region and their social ideas in the broader context of American art. They have a phenomenal collection of works inside their 19th-century building, as well as an array of outdoor sculpture installations. I had the incredible opportunity to work in the curatorial department under their Associate Curator, Amy Gillette.

In collaboration with two other interns from Bryn Mawr, I got to help Amy organize the artworks Woodmere was planning on exhibiting in their new building opening this fall, Maguire Hall. This project became something that I was able to work on in a hybrid format—Doing most work independently, while coming to Woodmere bi-weekly to check in on my progress and to get to know the museum a bit better. I started by sorting through a long document of all the works that would be displayed in the new building and figuring out which ones already have object labels and artist biographies. I was also responsible for cross-referencing the museum’s information with what is currently on their collections website. Many of these works already had labels and biographies online, though some had never been written about before. I found this part of the project to be repetitive and task-oriented, and thus it felt rewarding when the long document had finally been fully sorted through.

The next part of the project involved going through the pre-existing labels and biographies and creating revisions. Some of the artists are still living, so it was important to make sure their information was up to date. Some of the object labels were a bit short or lacked detail, so I did my best to create more nuanced formal descriptions and include some art historical analysis. I tried my hand at writing a couple artist biographies from my own research, which I found came much easier to me than the object labels. I also found supplemental readings for the labels, so readers could learn more about certain art movements or artists that were relevant to the piece.

Although this process was difficult at first, I really enjoyed doing this independent work. I feel as though my research and writing skills have improved substantially, and I think it will be neat to see what I worked on when I visit the new building in the fall. Additionally, I am so grateful to Amy, my supervisor, for introducing me to her colleagues and letting me sit in on various departmental meetings at the museum. I found this to be an incredibly fulfilling firsthand experience to the behind-the-scenes world of a local art museum.

Eleanor Toyama, BMC 26′

Penn Museum: Into the Collections

Semester: Spring 2025

Praxis Course: HART 420 Museum Studies Fieldwork

Faculty Advisor: Monique Scott and Sylvia Houghteling

Field Site: The Penn Museum

Field Supervisor: The Penn Museum

Praxis Poster:

HART_EleanorToyama_REVISED

 

Further Context:

For my Museum Studies Fieldwork experience, I got the opportunity to work with Katy Blanchard, a Bryn Mawr alum, in the Near East collections of the Penn Museum. I worked alongside another Bryn Mawr intern, Sally Jamrog, in completing the photographic inventory of material excavated from the site of Beth Shemesh on the outskirts of Jerusalem. The site was occupied from about 2000 BCE by the Canaanites, and is mentioned in the Old Testament as an important biblical city. This means we were working with objects over 4000 years old, such as ceramic lamps, dishes, jugs, stoneware, and even some semiprecious stones used as jewelry. Being in contact with these objects twice a week for so many hours at a time was an incredible opportunity, and drew me even closer to the ancient world.

Sally and I proceeded methodically through shelves of objects, checking that each item was in its place, and then bringing them to the next stage. We photographed the objects against a gray backdrop and made decisions about how to best position each piece to highlight the most diagnostic elements. We then put the items in new containers, either plastic bags or boxes, writing the identifying museum numbers in fresh Sharpie. After that, the objects got placed back on the shelves, and we organized them in the most efficient way to maximize visibility and ease of access. This was the flow of most of our work days—some other times, we went on visits upstairs (out of the collections basement!) to the galleries, to look at item examples, or to archives, to check out the field notes of the items we were handling.

Throughout this experience, I’ve gotten a very hands-on perspective of the everyday work that goes into managing the collections at a museum, and specifically an archaeological one. This is especially pertinent as I am a Classics major, so I am glad that I was able to bring that viewpoint to work that deals with the kind of things that I am studying directly in my other courses. I’ve gained a new appreciation for the little objects, with lots of credit to my supervisor Katy’s enthusiasm and pure love for her job and all it entails. I went into this course with the hope of learning a bit more about the behind-the-scenes of a museum, and I am emerging with the knowledge that collections management is a fulfilling experience that presents new discoveries every day.

Michelle Waksman, BMC ’24

Fair and Just Prosecution

Semester: Spring 2024

Praxis Course: SOCL 420 Social Justice and Social Change

Faculty Advisor: David Karen

Field Site:Fair and Just Prosecution (FJP)

Field Supervisor: Robin Olsen

Praxis Poster: 

MichelleWaxsman_Poster_Final_SP24

 

Further Context:

This semester, I interned at Fair and Just Prosecution (FJP). FJP works with a network of elected prosecutors to advocate for a more equitable, just, and compassionate criminal justice system. They address many policy areas, including diversion programs, juvenile justice, bail reform, and more.

This placement allowed me to strengthen and hone my research skills. I worked to compile the most recent reports, academic research, new articles, and press releases related to the issues FJP is committed to. This was then sent out to the DAs in our network to keep everyone on the same page, share best practices, and alert them to innovations in the field.

I was also honored to be part of multiple planning teams for the April Convening. There, DAs from the network joined for a two-day conference, hearing from an array of experts and those with lived experience in the criminal justice system. I was part of a few research teams building out the panels. I identified potential speakers, joined meetings with them, and collected the most relevant research to their topics. I also worked to compile extensive background research on the individual and the programs they support. These resources were then sent, in one case, to the Executive Director to provide the necessary context for her meeting with a high-profile speaker.

Something interesting about FJP is that they are completely remote. I was impressed by how well FJP functioned and built relationships across distance. It allowed me to strengthen my communication skills and not be afraid to reach out to any member of the team with questions. They made themselves open and available to help me at every juncture, which truly elevated my experience and integrated me into the team deeper than I would have expected.

Overall, I got a close look into how change is made or attempted. Even if I thought we had hit a wall, the staff showed me how we can always pivot and use what we have learned to advance another effort. Thank you to the Praxis Program and FJP for an incredible semester!

Mary Pastore, BMC ’25

Partnership with the Petey Greene Program

Semester: Spring 2024

Praxis Course: SOCL 420 Social Justice and Social Change

Faculty Advisor: David Karen

Field Site: The Petey Greene Program / Beyond Literacy

Field Supervisor: Chiara Benetollo

Praxis Poster: 

Mary Pastore_Poster_Final_S24

 

Further Context:

This semester I volunteered for the Petey Greene Program, an organization dedicated to providing incarcerated and formerly incarcerated students access to respectful, trained tutors and rewarding educational programming. I was introduced to PGP in the spring of 2023, when I took an Inside-Out class of half incarcerated students and half Bryn Mawr students at SCI Chester. When I learned that there was an opportunity to volunteer with them through Praxis this year, I jumped at the chance.

The Petey Greene Program was founded in 2008 and has volunteer groups across the East Coast. To become a tutor with PGP, volunteers must partake in multiple national training sessions, covering topics from “The Carceral State and Educational Justice” to “Ethical Volunteerism and Intentional Engagement.” Tutors are also required to attend seminars focused on Tutor Development and Justice Education; these sessions are designed to ensure that tutors have a comprehensive understanding of carceral environments and the barriers that incarcerated students face throughout their journeys.

Lucy and I tutored weekly at Beyond Literacy, which offers classes in adult education and workforce training for citizens of Philadelphia in need. We worked with students to prepare for the Social Studies and Reasoning through Language Arts sections of the GED test. These subjects ostensibly test students’ reading comprehension and ability to analyze literature, grammar skills, understanding of graphs and maps, and critical reasoning. In reality, they test a student’s ability to choose the “best” answer, not the “right” one, and they ask students to work quickly by recognizing patterns and thinking how the GED’s creators want them to think. Each session, we worked through challenging practice questions, and the more problems the students solved, the more they could justify their correct answers and explain why they chose one option over another. I saw real improvement in my student’s work, and I am very impressed by his work ethic and determination; he has served as a great role model for my own studies!

In addition, we have had the opportunity to read incarcerated students’ writing through the College Bridge program. PGP has created a class for students at SCI Phoenix to practice their academic writing; the skills they learn in class can then be used to apply to Villanova and pass the entrance exam, with the goal of obtaining a Bachelor of Arts in Liberal Studies. I read students’ thoughtful essays and kept up with their readings, creating discussion questions that could be used in class. It was a joy to read their unique writing styles and encourage them to have more faith in their own abilities. I truly hope that every student writes a great essay for Villanova and gets the amazing chance to pursue their studies.

Working with the Petey Greene Program has been an incredible experience. Everyone I’ve met, from students to advisors and teachers, has been enthusiastic, kind, and driven. I have become a better teacher, but even more importantly, I am more comfortable in new environments and more confident taking risks and stepping out of my comfort zone. I learned so much about how I can support incarcerated and formerly incarcerated learners, but I want to learn even more. My readings in class with Professor Karen have given me a great starting point from which to do more research about incarceration in the US and how educational justice is evolving. I hope to stay connected with PGP and share their mission with others who want to make a difference in incarcerated people’s lives.

 

Katie Schroeer, BMC ‘24

Podcasting with Philly Thrive

Semester: Spring 2024

Praxis Course: SOCL 420 Social Justice and Social Change

Faculty Advisor: David Karen

Field Site: Philly Thrive

Field Supervisors: R Merriman-Goldring and Brooch Solomon

Praxis Poster: 

KatieSchroeer_Poster_Final_SP24

 

Further Context:

In my first year at Bryn Mawr, I bought a hand-sewn mask from some classmates who were using their quarantine time to fundraise for a local organization from their dorm rooms. That organization was Philly Thrive, an environmental justice organization based in the Grays Ferry neighborhood of South Philly. I read the note attached to the mask and immediately wanted to learn more about this grassroots group going head-to-head with multinational real estate firms. The next spring, I wrote a research paper on Thrive for a political science class, reading up on their past campaigns and interviewing a couple of members. This year – my senior year – I am so lucky to have been able to do a praxis fieldwork placement with Thrive. When I spoke to my supervisor for the first time, I mentioned that I had just taken a class on podcasting, and learned that Thrive members had been tossing around the idea of a podcast for years. I was fresh off my introduction to audio media and eager to do more, and my supervisor loved the idea of a more casual, story-centered project to complement Thrive’s more strategic communications, and so Philly Thrive Live was born.

Philly Thrive Live (the name which won a Facebook poll of Thrivers, despite the fact that the podcast is not, in fact, live) is a product of many conversations with Thrive staff and members, as well as research into how similar organizations make podcasts like this one. I connected with various Thrivers to hear what they had been hoping to see (or rather, hear) in a podcast, and both the overall structure of the show and the topics covered in each episode were based off of those conversations. Once the vision was in place, we turned to production: scheduling, planning, recording, and editing episodes. I worked with my supervisor and Philly Thrive Live’s new host, staff member Chill Hixon, to bring together Thrive members with a wide variety of roles and experiences for informative, entertaining, and occasionally emotional conversations. By far my favorite moments of my praxis work were in these recording sessions: hearing what brought people to Thrive, listening to their favorite memories of marches or Thrive friendships, and laughing a lot. Scheduling sessions with incredibly busy activists was at times very challenging, but it was always worth it once we were sitting around a table together, talking about our favorite songs and what kept us going in difficult political moments.

Many of my lessons week-to-week were small but extremely useful: I learned not to use the office’s squeakiest chairs for recording, how best to share and store the audio, and how podcasts get distributed to different platforms. The knowledge of my supervisors and podcasting teammates was invaluable in helping me connect with people in effective ways and putting together interesting episode plans. One of my biggest takeaways, though, was neither technical nor Thrive-specific: it was that people want to get together and share their stories, and that while it sometimes takes a lot of patience and persistence to make that happen, at least for this listener, it is absolutely worth it.

Desire Bagot, BMC ’24

Philadelphia Fight and Social Justice

Semester: Spring 2024

Praxis Course: SOCL 420 Social Justice and Social Change

Faculty Advisor: David Karen

Field Site: Philadelphia FIGHT

Field Supervisor: Catrina Peeples

Praxis Poster: 

Desiree Bagot_Poster_Final_S24_redsize3

 

Further Context:

Through the Praxis Course, Social Justice and Social Change, I had the opportunity to volunteer with Philadelphia FIGHT. FIGHT is a non-profit, comprehensive health services organization providing primary care, consumer education, research, and advocacy for people living with HIV/AIDS and those at high risk. I worked within the Human Resources department where I assisted the Chief HR Officer and HR staff with a variety of tasks such as filing paperwork for new employees, participating in interviews, scheduling and managing interviews, ensuring correct information of staff on the organization’s website, and updating job descriptions and job description templates. The Praxis course has allowed me to apply principles of power, social justice, and social change to the work I’ve done at FIGHT.

While working at FIGHT, I did not initially see how working within the HR department and ideas about social justice could coincide. I often wondered if the work I was doing was enough, and if this work even pertained to social justice. I’ve come to realize that all aspects of work within a non-profit organization are integral in the functioning of an organization and in sustaining it as well. But even more so, I realized that HR and social justice intersect more than I realized. At FIGHT, I had the opportunity to assist in the planning of Employee Appreciation Week (EAW). While planning for this event, we discussed the importance of raising staff morale and especially the importance of staff appreciation. In non-profit organizations where employee burnout is typically a concern, it is important to foster community and support where community care can flourish. In another instance, I’ve had the opportunity to learn about equitable hiring processes that the HR department adheres to. My supervisor has discussed how important it is to provide every individual with equal opportunity in the hiring process, regardless if there has been a recommendation of a particular individual by an employee within the organization. Furthermore, it is also important to increase ethnic and racial diversity in non-profit leadership positions and ensure their voices are heard and valued.

Within a classroom setting, I’ve had the opportunity to read different principles, theories, and other articles that discuss dismantling institutional power and the role that non-profit organizations play in challenging institutional power. Something that I have been thinking about is how and if non-profit organizations can simultaneously challenge micro and macro levels of institutional power that perpetuate inequality. How do we work towards transforming institutions of power while making conditions livable under capitalism in our own communities? Would this increase the workload among employees, and therefore put already existing pressure on non-profit employees? As I work towards my future endeavors in the non-profit world, these questions will sit with me.

Volunteering at FIGHT has allowed me to further build the relationships I made when I worked there as an intern the previous summer. This experience has also allowed me to understand the intersections between human resources and social justice. I have been able to reflect on the social justice work that non-profit organizations do, and how social justice values can be maintained within an organization.