School of History

Work Experience at the Royal Engineers Museum - HI6017

Location Term Level Credits (ECTS) Convenor 2015-16 2016-17 2017-18
Canterbury Spring Higher
Higher level module taken in stages 2 and 3 of an undergraduate degree
30 (15) Prof M L Connelly inactive active inactive

The information below applies to the 2015-16 session

Synopsis

The curriculum is deliberately flexible and is built around student interests and how they can be merged with the REMLAs holdings with the overall intention of deepening the students’ knowledge of both the historical role of the Royal Engineers and provide work experience through basic museological and curatorial skills.

For example, a student with a particular interest in the First World War will be assigned to relevant materials in the REMLA collection. This material will then form the basis of the assessments. The student will also be asked to looked at the relevant section of the Museum and reflect on how this particular aspect has been presented. See 16 below for further details.

Details

Restrictions
Students should note that, due to the work placement nature of the module, HI6017 can only be taken by five students each year. Registration on to this module will be based on previous student achievement, previous attendance, and an interview with the convenor.
Contact hours
11 weekly sessions at the Royal Engineers Museum, Library and Archive (33 contact hours) plus four group progress sessions (8 contact hours) on Canterbury campus. Total contact hours: 41 hours; total independent study hours: 259; total study hours: 300 Students will commence in Week 1 with a seminar (Group Progress Session 1) held jointly by the School and REMLA in order to provide orientation and introduction to the aims and outcomes of the module. This session will be used to determine student interests which will then feed into the materials they will be directed to in the REMLA collection. For each of the REMLA weeks, the students will be assigned a particular cataloguing task drawn from its vast range of materials. The students will be given full instruction in cataloguing and interpretation in these sessions. The sessions will not only impart cataloguing skills and associated rudimentary skills as to how such material might be used in an exhibition, but also an in-depth knowledge into a range of primary sources.

Method of assessment

One essay exploring the historical role of the Royal Engineers based upon the student’s particular interest. Essay length 3000 words. The production of two reflective reports outlining what the student has learned about the processes of a) cataloguing and curating and b) presenting materials. The production of three 500 word summaries of particular items they have worked on to be uploaded to the REMLA website as the ‘Artefact of the Month’.

Preliminary reading

  • Bettina Messias Carbonell, Museum Studies: an anthology of contexts (Maldon MA: Blackwell, 2004) David Chandler and Ian Beckett (eds), The Oxford History of the British Army (Oxford: Oxford University Press, 1996) Eilean Hooper-Greenhill, The Educational Role of the Museum (London: Routledge, 1999) Roy M. Macleod and Deepak Kumar, Technology and the Raj: western technology and technical transfers to India, 1700-1947 (New Delhi and London: Thousand Oaks and Sage, 1995) Alan Ramsay Skelley, The Victorian Army at Home (London and Montreal: Croom Helm and Queen’s University Press, 1977) Hew Strachan, From Waterloo to Balaclava. Tactics, Technology and the British Army, 1815-1854 (Cambridge: Cambridge University Press, 1985)

Learning outcomes

Pre-requisites

No pre-requisites

School of History, Rutherford College, University of Kent, Canterbury, Kent, CT2 7NX

T: +44 (0)1227 823710 or E: history@kent.ac.uk

Last Updated: 10/11/2011