WE ARE GLAM-OROUS: MMST STUDENTS TAKE ON THE FIELD

Special Edition |  Melissa Mertsis and Jordan Vetter

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We asked Master of Museum Studies (MMSt) and Combined Degree Program (CDP) students about their experiences across all years of the program and received many empowering responses. Through coursework, theses, internships, student organizations, and work experiences, students have grown personally and professionally, and have contributed to the field. The value that MMSt students can bring to the GLAM (Galleries, Libraries, Archives & Museums) sector is clear, and we want to celebrate all that we have accomplished and are capable of!

The MMSt program is small but mighty—relationship building and networking among peers is a great advantage of being in a cohort of only about 100 people. This could be peer-to-peer “inspiration, support, [and] advice” on a difficult project, or, as Georgia McKee states, it could be cultivating friendships that turn into career connections down the road. Dominica Tang and Denise Tenio also describe the “sense of belonging” that came out of meeting other “[like-minded] people” in the program, fostering a sense of community and support. As Jefimija says, “museum people are good people!”

Relationship-building also occurs between MMSt students and the communities they work with. Cassidy Latimer, Amanda Marino, and one other student, who all work at small museums, describe their roles and institutions as directly contributing to the members of these communities—whether it’s helping visitors understand local histories, or coming together to support one another during the pandemic, these roles directly impact their communities!

Museum Studies students at the MMSt 50th Anniversary Conference. Photo courtesy of Melissa Mertsis.

Imposter Syndrome is something that so many of us go through in grad school. Fortunately for MMSt students, this program and the experiences that come with it have been a big confidence booster! In completing a fellowship with the Aga Khan Museum, Rebecca has “learned to trust [herself] and [her] ideas”, while another student working on a capstone project recognized just how capable and resourceful they are. Surprisingly, the pandemic has also produced opportunities for students to become more aware of their capabilities. Lauren Ulbricht, intern at the Billy Bishop Museum, found that independent work due to COVID-19 caused her to be more “confident in [her] knowledge and abilities.” No matter the experience, as Brooke Downey so aptly put it, this confidence allows us to “show prospective employers what we're capable of!”

With so many possible areas to study within the museum field—everything from collections to exhibitions and programming—it’s easy to get overwhelmed with what direction to pursue. Fortunately, many of our peers have found that courses, guest lectures, and other opportunities in the program have allowed them to discover new areas of interest or guide their career path. With open-ended assignments, students say they are able to explore topics they are passionate about, expanding their knowledge base and resulting in strong portfolio pieces for future endeavours.

Students on a tour led by the National Gallery of Canada's Educator of Indigenous Programs and Outreach Jaime Morse. Photo courtesy of Melissa Mertsis. 

In addition to course material, experiences like internships and Young Canada Works positions have helped students find their passions. Rachel Deiterding explains that the range of activities she participated in during her internship with the Doris McCarthy Gallery helped to “solidify the kind of museum work that [she is] most interested in.” A CDP student’s experience as a Collections Assistant with the Art Museum at the University of Toronto “made [them] realize that [they] really want to work in the museum field,” and a work position even led Jefimija to find her thesis specialization! This validation that we are on the right track, and can find meaningful work in something we’re passionate about, is reassuring for our futures as museum professionals.

Not only have we been able to grow our networks, confidence, and passions in this program, but MMSt students have also discovered how their experiences make them well-suited to contribute to the field. With many projects in our program being grounded in what we would do in practice, we are more prepared to apply these concepts and learnings to our work. Both Julia Barclay and Tiffany mention how their work and internship experiences have allowed them to contextualize their coursework and apply theory into practice. Lauren McAusland similarly explains how knowledge from her classes helped her to create educational videos and lead an evaluation of an online learning platform with the Royal Botanical Gardens.

MMSt students installing their exhibition wall for MSL2370. Photo courtesy of Jordan Vetter.

On top of our growing practical knowledge base, students have been able to build and apply a variety of new skills—from grant applications, formative evaluations, and storytelling, to Photoshop, collections auditing, and event planning. These provide a solid foundation of transferable skills that we can easily translate into new roles and contexts.

In this program, we have been exposed to different perspectives and critical museum discourse, which students have consciously carried into their work. Christina explains the importance of telling stories accurately and critically, and how she has encouraged others “to think critically about ‘artistic genius’ and what that meant then and what that means today” during her time at the McMichael. Through research and interpretive planning, Vicky Jamieson strives to highlight BIPOC histories with Halton Region Heritage Services, reframing the history of Halton and its communities. Similarly, as a research assistant with the Indigenous Virtual Living Archive, Amanda Berardi has practiced prioritizing Indigenous knowledge and people.

Master of Museum Studies students looking ahead to our bright futures! Photo courtesy of Melissa Mertsis. 

The recentering of diverse narratives is so important in the field. Bold thinking on how this can be brought to our professional practice led to the formation of student-led group Museum Professionals of Colour (MPOC). MPOC works to “[address] the lack of racial diversity and representation” both within the faculty and beyond. By continuously asking questions, centering underrepresented narratives, reading, and learning, graduates of the MMSt program can bring fresh perspectives to a changing field.

Grad school can be a time of stress and uncertainty, but it is also a time of exploration and tremendous growth. Armed with incredible experiences, a well-rounded and diverse skill set, and a drive to innovate, we have no doubt that our peers will continue to make a difference in their respective corners of the museum field. Look out, museum world, here we come!