[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-577819-105":59,"doc-detail-577819-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","why-the-museum-matters-to-honors","Why the Museum Matters to Honors","","Using classroom displacement and pandemic pivoting during COVID as a touchstone, author presents ways museums complement and reinforce pedagogical goals in honors. Community and campus museums create immediate, low-technology teaching opportunities, broaden perspectives through cultural inclusion, and strengthen visual and cultural literacies. Teaching in a museum supports the educational mission of the University of Maine honors context, enabling creative, collaborative, and engaging learning across honors colleges, with curated collection details provided.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":15,"@type":76,"position":81},"https://docshare.wps.com/document/literature/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/why-the-museum-matters-to-honors/577819/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/why-the-museum-matters-to-honors/577819.png","ImageObject",300,407,{"name":92,"@type":93},"Emma Wilson","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the museum setting support honors learning during a pandemic pivot?","Question",{"text":112,"@type":113},"The approach leverages the museum’s physical environment to enable in-person honors classes with minimal technology while maintaining engagement. It also emphasizes visual, cultural, and diverse viewpoints to reinforce honors pedagogical aims.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is HON 112 Civilizations II, and how is it adapted for the museum space?",{"text":117,"@type":113},"HON 112 is a discussion-based seminar following a chronological Great Books trajectory, typically focusing on Western art, philosophy, literature, and science. In the Hudson Museum, the course uses the museum as a unique space to foster broader honors learning beyond a standard museum-studies or visual-arts format.",{"name":119,"@type":110,"acceptedAnswer":120},"What common goals do museums and honors programs share according to the essay?",{"text":121,"@type":113},"The essay argues that higher education institutions and museums have interlocking aims for impact in arts and humanities education. Through regular engagement, museums are positioned as vital partners that can enrich learning and support enlightened, meaningful lives.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},577819,1792643161,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":14,"category_name":15,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3848291630094,"https://eur-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Why the Museum Matters to Honors  \nMimi Killinger  \nUniversity of Maine  \nAbstract: Using classroom displacement and pandemic pivoting during COVID as a touchstone, author presents ways in which museums complement and reinforce pedagogical goals in honors. Community and campus museums offer immediate and innovative teaching opportunities that require minimal technology, present diverse viewpoints and cultural perspectives, and foster visual and cultural literacies. Demonstrating how teaching within a museum aligns with the educational mission of her home institution, author suggests that these spaces can be creative, collaborative, and engaging learning locations for honors colleges and programs throughout the country. Detailed descriptions of curated collections are provided.  \nKey words: higher education—honors programs & colleges; COVID-19 pandemic–teaching and learning; place-based education (PBE); museum studies; University of Maine (ME)–Honors College  \nCitation: Honors in Practice, 2025, Vol. 21: 57–67  \nSpring 2021. In-person classes at the University of Maine (UMaine)  \nrequired masks and social distancing. The director of the UMaine Hudson Museum asked if I might like to hold my honors classes in her anthropology museum, which was closed to the public because of the COVID-19 pandemic. The Hudson Museum’s air was well circulated by its own HVAC system, and the director offered to mark out an ellipse for seating on the carpeted floor, using UMaine Black Bear paw stickers set six feet apart. My honors students and I decided to give it a try.  \nThis essay reflects on some of the educational, honors-related benefits that we discovered through this pandemic innovation. Highlighted are ways in which utilizing a local or on-campus museum as an honors classroom can offer innovative teaching opportunities for integrating minimal technology, promoting diversity and cross-cultural understanding, and fostering visual and cultural literacy. These innovations are not Maine-specific; rather,  \nKillinger  \nthey can easily be adapted by other honors programs likewise committed to developing learners broadly and creatively.  \nHONORS IN THE MUSEUM  \nThat spring in the Hudson Museum, I taught two sections of HON 112 Civilizations II. HON 112 is the second of four Civilizations courses that UMaine honors students take in their first and second years. A fifteenstudent, reading-and-writing intensive, discussion-based seminar, HON 112 follows a chronological Great Books trajectory, covering a range of mostly Western art, architecture, philosophy, literature, and science from the early Common Era (CE) through the Italian Renaissance. For example, in HON 112 we study portions of Virgil’s Aeneid, the Holy Bible, the Holy Qur’an, Dante’s Inferno, the Notebooks of Leonardo da Vinci, Machiavelli’s The Prince, and sculptures and paintings by Michelangelo. In our twiceweekly, fifty-minute discussions, we draw connections among the works and  \none another. At the end of the four-semester Civilizations sequence, students compose an analysis of their intellectual experience across the Civilizations courses, with HON 112 helping build toward that final, summative exercise.  \nThus HON 112 held in the Hudson Museum was neither a museum studies course nor a visual arts class, both of which have a long history in honors. In “Turning Challenges into Gold: Cross-Listing Introductory Honors with Advanced Classes in the Visual Arts,” Leda Cempellin describes a South Dakota State University honors course offered through the Department of Visual Arts that focused on art appreciation as a pathway, in the words of Alexander Werth, to “new pedagogical strategies and settings”(42) . As Rezendes Preceptor for the Arts in the UMaine Honors College, I have for seventeen years taught an introduction to local arts and culture, through which we explore numerous museums and attend cultural events. The central goals of that course are to deepen artistic appreciation and flue","cbCaieHc9YWuoBXn","https://ap.wps.com/l/cbCaieHc9YWuoBXn","pdf",187583,11,"English","# Abstract\n# Honors in the Museum\n## HON 112 Civilizations II in the Hudson Museum\n## Museum-aligned educational benefits","[{\"question\":\"How does the museum setting support honors learning during a pandemic pivot?\",\"answer\":\"The approach leverages the museum’s physical environment to enable in-person honors classes with minimal technology while maintaining engagement. It also emphasizes visual, cultural, and diverse viewpoints to reinforce honors pedagogical aims.\"},{\"question\":\"What is HON 112 Civilizations II, and how is it adapted for the museum space?\",\"answer\":\"HON 112 is a discussion-based seminar following a chronological Great Books trajectory, typically focusing on Western art, philosophy, literature, and science. In the Hudson Museum, the course uses the museum as a unique space to foster broader honors learning beyond a standard museum-studies or visual-arts format.\"},{\"question\":\"What common goals do museums and honors programs share according to the essay?\",\"answer\":\"The essay argues that higher education institutions and museums have interlocking aims for impact in arts and humanities education. Through regular engagement, museums are positioned as vital partners that can enrich learning and support enlightened, meaningful lives.\"}]","Why the Museum Matters to Honors | PDF",1792032475,17]