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How Museum Docents Develop Expertise

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How Museum Docents Develop Expertise HOW MUSEUM DOCENTS DEVELOP EXPERTISE by ROBIN SANKOWSKI GRENIER (Under the Direction of Sharan B. Merriam) ABSTRACT The purpose of this study was to examine the nature of docent expertise. To achieve this purpose, the following questions guided the research: 1) What are the characteristics that define an expert docent? 2) What types of learning experiences lead to the development of expertise? 3) How does the museum context shape docent learning? and 4) What is the process for becoming an expert docent? A qualitative research approach was employed. In-depth interviews were conducted with twelve participants to obtain data on how museum docents learned their craft and developed expertise. A purposeful sampling of four historically themed museums that provide docent lead tours to visitors was conducted. The sample included the Abigail Adams Historical Society and Birthplace, the Atlanta History Center, the U.S. Holocaust Memorial Museum and Boston By Foot. All participants were docents with at least three years of museum experience in leading group tours or programs. The primary data sources for this qualitative study were in- depth interviews with open-ended questions and supporting data from observation, and documents to provide a contextual frame. Analysis revealed that the characteristics of expert docents can be categorized as facilitating learning, which includes communicating information, reading and adapting to the audience, and knowledge of the subject matter, as well as the categories of integrating prior experience, demonstrating enthusiasm and commitment, and maintaining a sense of humor. An analysis of the findings also addressed the types of learning experiences that lead to the development of expertise in docents and included formal training and continuing education and informal and incidental learning. The third category of findings examined the role of context in shaping docent learning through physical, emotional, and social influences. Finally, analysis of the last set of findings relates to the nature of expertise development, which is illustrated through a cyclical process of phases: Dependence, Growing Independence, and Transcendence. Based on the findings the following conclusions were drawn from the study: docent expertise is a combination of acquired and preexisting characteristics; the nature of expertise is cyclical and fluid; and context is integral to docent learning, as well as expertise development and re-development. INDEX WORDS: Expert, Expertise, Museum, Docent, Tour Guide, Volunteer, Adult Education, Adult Learning HOW MUSEUM DOCENTS DEVELOP EXPERTISE by ROBIN SANKOWSKI GRENIER B.S., The Florida State University, 1995 M.A., The University of South Florida, 2001 A Dissertation Submitted to the Graduate Faculty of The University of Georgia in Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY ATHENS, GEORGIA 2005 © 2005 Robin Sankowski Grenier All Rights Reserved HOW MUSEUM DOCENTS DEVELOP EXPERTISE by ROBIN SANKOWSKI GRENIER Major Professor: Sharan B. Merriam Committee: Laura Bierema Ronald Cervero Carole Henry Electronic Version Approved: Maureen Grasso Dean of the Graduate School The University of Georgia May2005 iv DEDICATION To my daughter Catherine, with all my love. It is better to shoot for the moon and miss, than shoot for nothing and hit it. v ACKNOWLEDGEMENTS You know, if I had my druthers I would re-title this page, because acknowledging these individuals is simply not enough, but I want to play by the rules of the dissertation gods and appease them when necessary, so we’ll go with their title. I suppose I could just thank everyone I have ever met, since it seems that every step I have taken from birth till now has lead me to this point, but that might be a bit too much. Instead, a blanket thank you to all and specific appreciation to certain mentors, friends, and family, who have moved my fingers to make the words of this dissertation. First, a sincere debt of gratitude goes to those at the University of Georgia who have made this road navigable and cheered me to the finish line. I must begin with Ron Cervero, who after a 30 minute meeting nearly three years ago decided I would be a good fit at UGA and paired me with Lorilee Sandmann. I appreciate his insight and support in my course work and as a member of my committee. Thank you as well to Carole Henry and Laura Bierema for serving on my committee and offering feedback and encouragement that pushed my abilities and challenged me to move beyond what I thought I was capable of doing. The final member of my committee, Sharan Merriam has been thanked in more dissertations than I can count. I read many of those acknowledgement pages before I selected her as my chairperson and they all spoke the truth. Her ability to gently nudge, shape, and transform a mere graduate student into a PhD is phenomenal. I always looked forward to her e-mails, meetings, and even her revisions, because each note, comment, and edit was done with thought and concern for me and my ability to create a study that was worthwhile and representative of my best work. Thank you Sharan, for your quick turn around, straight to the point comments, and concern for my future as a scholar. If I could bottle you I would and I hope some day to be half the advisor you have been to me. vi In addition to my committee I wish to thank the faculty of the Adult Education Department, each has left an indelible impression on me. I particularly want to acknowledge Wendy Ruona, without whom I would have never considered examining expertise and lastly, I must thank Lorilee Sandmann. I didn’t know what to make of her at first, but it turns out that Dr. Sandmann (I have called her nothing else) has been a true mentor, colleague, and occasional surrogate mother during my time at UGA. She has been very demanding of me, to the point where I have cursed her e-mails and my bad luck for being assigned as her GA, but she has shared her experiences as a mother and scholar, and has shown great compassion toward me. I can never repay her for her advice, open door, and kindness – what a great woman. Second, there are so many people who have cared about my work and me. A special thanks to David at the U.S. Holocaust Museum, Lillian at the Atlanta History Center, Dana at Boston By Foot, and Michelle at Abigail’s. I appreciate their willingness to take a chance and assist in this study. I must also thank each of the docents who participated. They are all tremendously generous people who give of themselves so others may share in their joy of history. Thank you to Rachelle Lehner and Dionne Rosser-Mims– my comrades in dissertation hell. We shared drafts, tears, food, and success through this whole process. If you haven’t read their dissertations I can highly recommend them to you. I also want to thank people who have given me the proverbial kick in the pants – you know who you are and what you’ve done: Mr. Walker, Jennifer Albritton, Sheila Keller and the Pinellas gang, Heidi Quintana, Kelly-Girl Trill, and Suzanne Kirkman. I never thought I’d include her, but Noreen gets a thank you too, because in her own way she drove me to this. vii A thank you to my parents and in-laws for their support, love, and nodding of heads – even when they had no clue what I was talking about. My parents are great. I could have told them I was planning to paint my face white and attend mime school and they would have beamed with pride and told all their friends. Tom and Carol have each put their two-genes worth into me and backed it up with encouragement, advice, hugs, and love. I love them and am proud to be their daughter…most of the time. Also, I must take a moment to thank my in-laws, Ron and Muriel. They have always made me feel like a daughter, even when I totally disagree with them or move their son and granddaughter to Georgia, and I love them for that. Thanks as well to the extended Sankowski, Pease, Scott, and Grenier families. Special thanks to my cousins Lisa and Emily for putting me up while gathering data in Boston. They are terrific hosts and I appreciate them showing me the town and keeping my travel expenses low. My cousin Pat was also instrumental in helping me with transcribing some of the original audio- recorded interviews. I am thankful for her work and hope this will pass as payment – for the moment. Finally, my deepest thanks to my daughter Catherine and my husband Paul. Catherine showed up in the middle of this process and she has slowed me down and sped me up all at the same time. I have done this in part for her. I hope it is an example of perseverance, commitment, and hard work that she can look to when she doubts herself and her abilities. I love her and am thankful to have given birth to her and this dissertation and lived to tell the tale. As for Paul, it would take another 190 pages to express what he has meant to me over the last fourteen years and during my PhD studies. How could I ever have imaged at 18 that this man could be such a tremendous friend, cheerleader, coach, therapist, masseuse, dinner companion, father, and husband? As I always tell people, I did good. Paul continues to stand by my side, or viii behind me when I need a good shove and I love him.
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