Category: Praxis Seminars

Eli Cole, BMC 25′

Library Internship: Historical Society of Pennsylvania

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: Anthony DiGiovann

Praxis Poster:

HART_EliCole_REVISED

 

Further Context:

For my Museum Studies Fieldwork course, I had the opportunity to work at the Historical Society of Pennsylvania in their library department, learning about several different aspects of the work involved in running a special collections library. I worked with Anthony DiGiovanni, the Director of Cataloging Services at the Historical Society, to catalog, page, and reshelve books, assist with front-facing work at the reference desk, and work on larger reorganizing and inventorying projects in the library stacks. 

Over the course of this experience, I learned how to use different library classification systems– the Historical Society uses several, including the Dewey Decimal System, Library of Congress classification system, and their own proprietary system–and navigate the library’s vaults to find resources. I also learned how to use MARC records to catalog a book and update it in the library’s holdings. This involved both adding it to the Historical Society’s system and exporting it to UPenn’s online catalog, which hosts HSP’s catalog data and makes it available to the public. While shadowing Anthony at the reference desk, I learned about the kinds of questions patrons often ask when they come in to do research, and what resources– online databases, research guides, HSP’s catalog– I could point them towards to help them find what they were looking for. 

One of the bigger projects I was involved with during this experience was moving a collection of books back into the Historical Society’s stacks. These books were some of HSP’s oldest collections, with books dating back to the 1500s, and had previously been held at the special collections library next door, the Library Company of Philadelphia, as part of a longstanding agreement. Because the terms of the agreement had recently changed, this collection is now being brought back into the Historical Society’s stacks. I helped with the move, and with shifting and reorganizing books on some of the library shelves to make space for the returning collection. As we brought the books back, I helped inventory them, checking them against both the Library Company and the Historical Society’s catalogs to make sure they were properly classified and accounted for. There were frequent complications, so this project required a lot of time and attention to detail. 

This experience has given me a greater understanding and appreciation of all the different kinds of library work and the ways they connect to each other. I feel like I have learned a lot about all the work that goes into running a special collections library, and this experience has made me excited to learn more about library and archival work in the future. 

Ella Evans, BMC 25′

Archival Inventorying 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: Justin Hall

Praxis Poster:

HART_EllaEvans_FWMPoster

 

Further Context:

This past semester, I had the wonderful opportunity to intern with the Fabric Workshop and Museum (FWM) in their museum archives. Marion ‘Kippy’ Boulton Stroud founded the workshop in 1977, and the institution has collaborated with artists to create contemporary art in a variety of media ever since. The workshop pushes artists to move outside of their comfort zones or preferred media and embrace innovation and possibility. From its onset, the FWM has collected the contemporary art produced during its artist-in-residence collaborations, which means that they have a robust and multifaceted collection. I focused on several different projects during my internship which were geared towards inventorying and cataloguing parts of the collection in order to increase public accessibility. 

My main project examined the accessioned object records in CollectionSpace, FWM’s online records management software. My role was to evaluate the presence and quality of the images in the over 1100 objects accessioned into the FWM’s permanent collection and create an inventory spreadsheet. This spreadsheet will be used in the future to ensure that all of the accessioned objects in the collection have high-quality photographs, so that each object’s information can be uploaded to FWM’s public browser site. This future site will assist researchers and the public in learning about the diverse collection of art at the museum. During my internship, my supervisor used the spreadsheet to locate items of clothing in the collection that had low-quality or absent photos and then scheduled photography sessions with the staff photographer to begin the process of building the index of website-worthy photos. I assisted with arranging t-shirts, robes, and dresses during these photography sessions, and it was so cool to be hands-on with the artwork. 

Besides the photo inventory project, I worked to catalogue the materials in several different Artist Boxes in the FWM’s collection. These Artist Boxes contained process materials from the stay of contemporary artists during their Artist-in-Residences at the FWM. Through my cataloguing, I created a visual guide of the materials in the Artist Boxes for future use by researchers. This project let me hone my cataloguing skills and I gained practice describing collection objects and formatting museum documents. 

Additionally, the FWM attended the IFPDA print fair in New York City in March. Prior to the fair, I assisted my supervisor with conducting condition reports of objects, small conservation measures for objects, and packing objects for shipment to New York. I learned important art handling skills from my supervisor during this experience, understanding the intricacies of bubble wrap and frame tape. 

Reflecting on my diverse experiences at the FWM, I learned so much about the role of archives and registrars within small museum institutions. This experience solidified my desire to pursue a role in museum archives upon graduation. Ultimately, I am so grateful to all the FWM staff to being so supportive through my internship. I’m excited to see the new projects that the FWM decides to embark on! 

Olivia Herman, BMC 26′

Weitzman National Museum of American Jewish History

Semester: Spring 2025

Praxis Course: HART 420 Museum Studies Fieldwork

Faculty Advisor: Monique Scott and Sylvia Houghteling

Field Site: Weitzman National Museum of American Jewish History

Field Supervisor: Claire Pingel

Praxis Poster:

HART_OliviaHerman_REVISED

 

Further Context:

For my museum studies praxis, I worked at the Weitzman National Museum of American Jewish History which is located in Independence Mall in downtown Philadelphia. The museum celebrates the history of Jews in America dating back to the 17th century. The museum’s goal is to provide a place where American Jews and people of all backgrounds can learn about the diversity of the American Jewish experience and Jews’s role in American history. The museum has three main exhibition floors each focusing on a different chunk of time: 1654-1880, 1880-1945, and 1945- today (or 2006), and one more floor with a focus on prominent Jews in American history.  

I worked specifically in the collections and registration department where I completed a variety of different tasks. I learned how and did exhibit walkthroughs, where I made sure everything in the exhibit was clean, where it was supposed to be, and that all the humidity and temperature-controlled cases were at the correct level. I also did a lot of work for their special exhibition “The First Salute” which is opening in April of next year for the 250th anniversary of America. I helped out with artifact research, finding loan information, organization of potential artifacts, and adding loans to the museum’s online database. I also helped out with the museum’s collaboration with a local high school which are doing a small temporary exhibit at the museum as well as an online exhibit. I’ve also helped with processing loan returns and final condition checks. I’ve conducted research also on a potential future exhibit based on something in the museum’s collection.  

During my time at the Weitzman, I have learned also about the behind the scenes of a museum and all that goes into museum work. I’ve gained a variety of new skills such as working with a museum database and gaining proficiency with Excel. I also understand more about how museum loans work and how much planning needs to go into them months before an exhibit will open. I also better understand the process behind creating a new exhibit and how many people both internal and external are involved as well as what each role in the process entails. 

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.