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Reflecting on Empowering Students in Museum Work Through Federal Work-Study Positions: A USA Case Study
Abstract
This chapter serves as a reflective case study, in which ex-colleagues, who held different institutional roles—federal work study student worker and manager—discuss their experiences as part of the visitor engagement team at a university art museum in relation to their transition from academia to their professional fields. These conversations serve as anecdotes other professionals can reference when building student work study positions for universities. The conversation is a unique opportunity to unpack the impact a student work study program had from the perspective of its participants. Specific themes explored are 1) the expectations of participants' regarding their role at the museum, 2) reflections from participants about their lived experiences as museum employees, 3) the transferable skills participants feel they developed as a result of their role, 4) if/how they utilize those transferable skills in their current professional practice, and 5) suggestions for institutions who have or would like to build similar roles.
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