Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14 Page 15 Page 16 Page 17 Page 18 Page 19 Page 20 Page 21 Page 22 Page 23 Page 24 Page 25 Page 26 Page 27 Page 28 Page 29 Page 30 Page 31 Page 32 Page 33 Page 34 Page 35 Page 36 Page 37 Page 38 Page 39 Page 40 Page 41 Page 42 Page 43 Page 44 Page 45 Page 46 Page 47 Page 48 Page 49 Page 50 Page 51 Page 52 Page 53 Page 54 Page 55 Page 56 Page 57 Page 58 Page 59 Page 60 Page 61 Page 62 Page 63 Page 64 Page 65 Page 66 Page 67 Page 68 Page 69 Page 70 Page 71 Page 72 Page 73 Page 74 Page 75 Page 76 Page 77 Page 78 Page 79 Page 80 Page 81 Page 8212 EMERGING MUSEUM PROFESSIONALS & THE TEACHING MUSEUM STAFF PERSPECTIVE: EMMA CANTRELL, BROWN POST-BACCALAUREATE FELLOW IN MUSEUM EDUCATION, 2014–2016 CORE TO SCMA’S MISSION is the post-baccalaureate fellowship program, which provides short-term, full-time staff positions to recent college graduates interested in museum work. In the curatorial, education and marketing departments, fellows support the ongoing work of the museum and adopt leadership roles in student-focused initiatives. At a time when there are very few entry-level positions in the museum field, particularly for those without a master’s degree, this program is a model for the types of early work experiences that can bridge a bachelor’s degree and a museum career or further study. In early 2016, with the end of my time at the museum fast approaching, I reached out to several of SCMA’s previous post-baccalaureate fellows, curious to discover the paths each has taken and to learn the role that this institution has had in shaping them into the arts and museum professionals they are today. These interviews, together with my in-depth conversation with Jessica Nicoll ‘83, evolved into my first presentation at the National Art Education Association’s annual conference. ALONG WITH COLLEAGUES FROM THE DAVIS Museum at Wellesley College and the Yale University Art Gallery, I presented “Learning to Lead: Emerging Educators in the Academic Art Museum.” While my co-presenters focused on the ways their institutions prepare undergraduates for museum work through internships and employment, I shared my own perspective as a fellow along with the themes that arose in my interviews. Through my research, I learned that although we worked in different areas of the museum at different times, our takeaway was the same: a signif- icant, life-shaping work experience and vision for our careers. And I learned that the benefits experienced by the museum and its audiences as a result of the fellows’ work create a mutually beneficial relationship. During my final months at SCMA, I participated in the development of the new strategic plan, and as the staff grappled together over our shared vision for this place in the coming years, it was clear that post-baccalaureate fellowships are an essential component of that vision. By offering opportunities like these to recent graduates, the museum is shaping the next generation of museum professionals—not only in the fellows themselves, but among the Smith College undergraduates who benefit from their mentorship. AS I BEGIN MY GRADUATE STUDIES IN MUSEOLOGY at the University of Washington, my time at Smith serves as an extension of my undergraduate work and a foundation of my practice as a researcher and educator. My graduate study will most likely broaden my museum skills and interests but I know that the educational and community-building potential of museums will always be central to my work. EMERGING MUSEUM PROFESSIONALS & THE TEACHING MUSEUM