6 月 25, 2024
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18luck新利备用,18新利靠谱吗   About CMTC   Support the CMTC   Directions and Floor Map   COVID-19 Updates   CMTC Chat Room   CMTC JLDS Seminars and Symposia   CMTC Conferences and Workshops   The Janet Das Sarma Conference Series   CMTC Janet L. Das Sarma Postdoctoral Prize & Fellowship   Richard Prange Prize and Lectureship   Richard E. Prange Graduate Student Award & Fellowship   Recorded CMTC Seminars and Talks   Blog   People   Former group members   PhDs awarded   Postdoctoral openings   Publications   Faculty Publications   Other Centers: Galitski Group, JQI, LPS, MCFP, QMC, QTC, QuICS, Tahan Group   International Centers: KITP, ICTS, ACP, ICTP, MPI KITS, CCQ   Other Seminars: Colloquium, JQI, QMC   Travel   Web Accessiblity Mailing Address Condensed Matter Theory Center 4401 Atlantic Building University of Maryland College Park, MD 20742 Physical Address: Atlantic Building 4254 Stadium Drive College Park, MD 20742 Contact Us CMTC Official Twitter Maissam Barkeshli’s Twitter Email: [email protected] Director Dr. Sankar Das Sarma Distinguished University Professor Richard E. Prange Chair in Physics Das Sarma’s departmental webpage Phone (301) 405 6145 E-mail [email protected] Office 4421 ATL / 3145 PSC Assistant Director Dr. Katharina Laubscher E-mail [email protected] Office 4443 ATL Administrative Assistant, 2002-2019 Ms. Janet L. Das Sarma In Memoriam 1971-2019 The Janet Das Sarma Memorial Conference – December 18, 2021 18luck新利备用,18新利靠谱吗

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6 月 25, 2024
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新利18官网入口,新利18苹果版下载 Skip to main content Select LanguageEnglishAfrikaansAlbanianArabicArmenianAzerbaijaniBasqueBelarusianBengaliBosnianBulgarianCatalanCebuanoChinese (Simplified)Chinese (Traditional)CroatianCzechDanishDutchEsperantoEstonianFilipinoFinnishFrenchGalicianGeorgianGermanGreekGujaratiHaitian CreoleHausaHebrewHindiHmongHungarianIcelandicIgboIndonesianIrishItalianJapaneseJavaneseKannadaKhmerKoreanLaoLatinLatvianLithuanianMacedonianMalayMalteseMaoriMarathiMongolianNepaliNorwegianPersianPolishPortuguesePunjabiRomanianRussianSerbianSlovakSlovenianSomaliSpanishSwahiliSwedishTamilTeluguThaiTurkishUkrainianUrduVietnameseWelshYiddishYorubaZulu Home News Events Give Search this Site Go Search Select LanguageEnglishAfrikaansAlbanianArabicArmenianAzerbaijaniBasqueBelarusianBengaliBosnianBulgarianCatalanCebuanoChinese (Simplified)Chinese (Traditional)CroatianCzechDanishDutchEsperantoEstonianFilipinoFinnishFrenchGalicianGeorgianGermanGreekGujaratiHaitian 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Here are instructions for how to enable Javascript in your web browser. Back to Directory Dr. Lance Yonkos Associate Professor [email protected] Associate Professor Environmental Science & Technology 1426 Animal Science/Agricultural Engineering Building 8127 Regents Drive College Park, Maryland 20742 301 405-7871 301 314-6833 Research Focus Laboratory and field studies of contaminant abundance, transport, fate and toxicological effect in fresh and estuarine surface waters and sediments Investigation into micro plastic abundance in surface water, sediments and oysters as a function of predominant land use within various Chesapeake Bay watersheds Use of field-deployed freshwater mussels to identify primary sources of contaminant introduction to the Anacostia River Identification of legacy toxic constituents in leachate from Md coal ash management facilities to assist in targeting environmental mitigation strategies Evaluations of agricultural management strategies to mitigate environmental release of endocrine disrupting compounds from poultry manure and bio solids amended fields Development of non-lethal tissue collection methods to minimize sampling pressure on resident fish populations during field investigations into endocrine disruption Extension Careers Directory Contact Us Facebook Instagram Twitter Youtube Give Login © 2018-2024 College of Agriculture and Natural Resources Web Accessibility | Privacy PolicyUniversity programs, activities, and facilities are available to all without regard to race, color, sex, gender identity or expression, sexual orientation, marital status, age, national origin, political affiliation, physical or mental disability, religion, protected veteran status, genetic information, personal appearance, or any other legally protected class. 新利18官网入口,新利18苹果版下载

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6 月 25, 2024
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18新利在线娱乐官网,18新利体育官网入口 Skip Navigation Skip Navigation. Skip to content University Policies Office of the President University Senate University of Maryland University Policies ← Back to Policy Section Back to Policy Section IV: Research Section IV: Research Policy Number: IV-1.00(A) University of Maryland Policy and Procedures for the Establishment and Review of Centers and Institutes (Approved by the President September 01, 1991, Amended April 27, 2021 ) Print this page I. Purpose The University of Maryland encourages faculty, staff, students, and administrators to engage in areas of common academic and research interests. The creation of academic and/or research-based entities that help to organize and engage faculty, staff, and/or students from one or more disciplines around those interests can expand the research enterprise, foster collaboration, and support the University’s educational mission. To this end, the establishment, review, oversight, and termination of these entities will be guided by the procedures established in this Policy, in order to protect the legitimate interests of faculty, staff, students, and administrators.  II. Definitions “Academic Director” means the head of a School within a College, who is equivalent to a Department Chair.“Approval Authority” means the administrator or administrators with authority and oversight of the establishment, review, and termination of a Center or Institute. Depending on the level at which the entity operates, the Approval Authority may be a Department Chair, a Dean, multiple Deans, the Vice President for Research, the Senior Vice President and Provost, or the President.“Center” means an academic and/or research-based entity, which engages faculty, staff, and/or students in areas of specialized focus within one Unit or across multiple Units. A Center may be affiliated with an external agency and/or laboratory.“College Level Center” means a type of Center that is typically composed of faculty, staff, and/or students from a single College and may involve engagement from multiple departments or areas of focus within the College.“Department Chair” means the head of an academic department.“Department Level Center” means a type of Center that is typically composed of faculty, staff, and/or students from a single department within a departmentalized College.“Director” means the head of an academic and/or research-based Center or Institute“Group” means an informal collection of faculty members gathered to promote a common area of academic or research interest.“Institute” means an academic and/or research-based entity with prominence and stature that is typically intended to have a level of permanence similar to that of an academic department. Institutes engage faculty, staff, and/or students in areas of specialized focus within a College, across multiple Colleges, or University-wide. An Institute may be affiliated with an external agency and/or laboratory.“Intercollegiate Level Center” means a type of Center that is typically composed of faculty, staff, and/or students from two or more Colleges and involves engagement from multiple areas of focus across the University.“Multi-Institutional Center or Institute” means an entity created collaboratively between the University of Maryland and another institution, in order to advance the missions of both institutions or of the University System of Maryland (USM).“Unit” means an academic and/or research-based department, Institute, College or School, or Division.“Unit Head” means the administrator or administrators responsible for a Unit and the individual(s) to which the Director reports. A Unit Head may be an Institute Director, Academic Director, Department Chair, Dean, multiple Deans, the Vice President for Research, or the Senior Vice President and Provost.  III. Policy The University recognizes Groups, Centers, and Institutes as organizational entities intended to facilitate research, foster collaboration, and enhance the academic experience.Centers and Institutes must comply with applicable University and USM policies. Centers and Institutes that receive federal funds must ensure compliance with the federal regulations and guidelines that govern federal grants, contracts, and other funding agreements, including those regarding the responsible conduct of research.The establishment of new Centers and Institutes should be aligned with the definitions of these entities in Section II of this Policy. Existing Centers and Institutes that do not meet the specifications of these entities in the definitions in Section II of this Policy are not required to be redefined or renamed solely for that reason. Renaming and reorganization may be a potential outcome of a periodic review process as defined in Section VIII of this Policy.Centers and Institutes have a diverse range of financial models. Centers and Institutes should seek and maintain a level of support consistent with their mission and expectations, which could include funding from internal and external sources.Centers and Institutes have varied missions, and with few exceptions do not award degrees. If applicable, Centers and Institutes should foster relationships with academic programs to support the University’s educational mission.Centers may not serve as a tenure home.Institutes within the Division of Academic Affairs may serve as a tenure home with the approval of both the Senior Vice President and Provost and the President. All Institutes outside of the Division of Academic Affairs may not serve as a tenure home. Tenured/tenure-track (TTK) faculty with a tenure home in an Institute may also hold a joint appointment in an academic department or non-departmentalized College/School.Faculty contracts establishing joint appointments with Centers or Institutes must define the nature of the faculty member’s responsibilities with the entity and any potential limitations to their appointment.Centers and Institutes may be the primary appointment home for professional track (PTK) faculty and must establish and follow a plan of organization and policies, guidelines, and procedures for PTK faculty, in alignment with the University’s policies and guidelines.  IV. Entities and Levels of Organization GroupsGroups may be short-lived, or may persist as the interest of the faculty develops.Groups typically consist of faculty within one Unit but may include faculty from multiple Units.Groups may use naming conventions including “Group,” “Research Group,” “Research Laboratory,” or other appropriate terminology, as long as the name does not improperly imply that the Group is a Center or Institute, as defined by this Policy.Groups may evolve over time and establish themselves as Centers or Institutes by following the process defined in Section V.B of this Policy.CentersCenters may operate within one Unit or across multiple Units.Centers should have a formal administrative structure and should be headed by a Director who will report to the Unit Head.Centers will be organized within the following levels:Centers within Institutes: The Unit Head for Centers within Institutes will be the Director of the Institute in which the Center resides. The Approval Authority is the administrator(s) to which the Institute Director reports, depending on the level at which the Institute resides.Department Level Center: The Unit Head for a Department Level Center will be the Department Chair of the Unit in which the Department Level Center resides. The Approval Authority for a Department Level Center is the Dean.College Level Center: The Unit Head for a College Level Center will be the Dean of the College in which the College Level Center resides. The Approval Authority for a College Level Center is the Senior Vice President and Provost. In the case of a College Level Center engaged in research activities, the Vice President for Research will be consulted when considering actions affecting the entity.Intercollegiate Level Center: The Unit Head for an Intercollegiate Level Center will be specified at the time of its establishment. Intercollegiate Level Centers may report to one Dean, multiple Deans, the Vice President for Research, or the Senior Vice President and Provost, as appropriate to the level, structure, needs, and focus of the Intercollegiate Level Center. The Approval Authority for an Intercollegiate Level Center is either the Senior Vice President and Provost or the President. In the case of an Intercollegiate Level Center engaged in research activities, the Vice President for Research will be consulted when considering actions affecting the entity.InstitutesInstitutes may operate within one College, across multiple Colleges, University wide, or across multiple institutions.Institutes should have a formal administrative structure and should be headed by a Director who will report to the Unit Head.The Unit Head for an Institute will be specified at the time of its establishment, as appropriate to the structure, needs, and focus of the Institute.The Approval Authority for an Institute may be a Dean(s), the Vice President for Research, the Senior Vice President and Provost, or the President. V. Proposal and Establishment GroupsGroups may be established at any time with appropriate notice to the Unit Head(s) of the Department(s) or College(s) in which they reside.The name of a new Group must be approved by the Unit Head(s), in order to ensure that it is appropriate within the broader context of the Unit and does not overlap with terminology used for other named entities.The Unit(s) will be responsible for maintaining records of all Groups and providing information about the Group in departmental communications and on departmental websites.Centers and InstitutesThe establishment of a new Center or Institute must be guided by a formal proposal.A proposal for the establishment of a new Center or Institute may be prepared by informal groups of interested faculty and administrators, a committee appointed for the purpose of determining the need, desirability, and feasibility of a Center or Institute, or any similar formal or informal group.Proposers are encouraged to consult with the Division of Research as a resource when determining the long-term feasibility of securing external funds in a specific research area.The specific elements that should be included in a formal proposal are defined in the University of Maryland Guidelines for the Establishment and Review of Centers and Institutes.In cases where a Center or Institute is being established as a result of an external funding opportunity, the proposal associated with that process may be substituted for the formal proposal.All proposals should be submitted to the proposed Unit Head, who will oversee the review of the proposal. VI. Review Process for Proposals Proposal review processes should be based on the level of the entity.Proposals initiated in response to external funding opportunities should be routed through the pathway appropriate to the funding process.The specific review processes for each type of entity are defined in the University of Maryland Guidelines for the Establishment and Review of Centers and Institutes.Approval Process for Center & Institute ProposalsThe Approval Authority will determine whether to approve the establishment of the proposed Center or Institute. The establishment of Centers and Institutes that are formed as a result of a successful external funding opportunity will be automatically approved by the University. The Approval Authority for entities at different levels of organization are specified in Section IV above.The naming of all approved Centers and Institutes should be in alignment with the mission of the entity and avoid duplication with existing entities. Philanthropic and honorific namings of Centers and Institutes must be in accordance with the USM Policy on the Naming of Facilities & Programs (VI-4.00).Proposals to establish Institutes will be reported to the University System of Maryland.The Chancellor will be notified of the establishment of all Institutes.The establishment of a Multi-Institutional Center or Institute will require the approvals of the Presidents of each institution and the Chancellor.The establishment of a Center or Institute that is administratively separate from the University of Maryland will require the approval of the President, the Chancellor, and the Board of Regents. VII. Periodic Review Processes Review of GroupsGroups need not undergo a formal periodic review process.Reviews of Centers & InstitutesAll reviews should be tracked by the Division of Research, which will notify Unit Heads of the need to initiate a review.New Centers and Institutes must be reviewed within five (5) years of establishment.The initial review of a new Center or Institute is a major milestone in assessing its future viability and subsequent reviews will assess continued sustainability.Reviews of established Centers and Institutes will be conducted within seven (7) years of the completion of the last review.The Approval Authority, in consultation with the Unit Head, may determine whether a Center or Institute should be reviewed independently or as part of the review of the academic Unit within which it resides.Unit Heads will be responsible for ensuring that reviews occur on schedule, and will oversee the review process.All reviews should begin with a self-assessment conducted by the Director of the Center or Institute.Reviews for Institutes should include an external review. Reviews for Centers may include an external review, if deemed necessary by the Senior Vice President and Provost and the Vice President for Research.The Unit Head may appoint a representative review committee, which would be responsible for conducting the review and submitting its findings in a written report. In the absence of a review committee, the Unit Head shall conduct the review and develop the written report.Reviews should measure progress against the benchmarks and metrics for success identified during the establishment of the entity and/or refined in subsequent reviews.The specific elements of the review process are defined in the University of Maryland Guidelines for the Establishment and Review of Centers and Institutes.Components of external funding agency reviews may be used to fulfill elements of a periodic review, when authorized by the Unit Head.The written report from the review committee and/or external review(s) should be sent to the Unit Head for consideration.The Unit Head will make a recommendation to the Approval Authority.The Approval Authority will make a final determination on actions following a review as defined in Section VIII below.Upon completion of all review processes, notification of the outcome should be forwarded to the Director, Unit Head, and the Division of Research.Center and Institute Directors must undergo a formal comprehensive review in accordance with the University of Maryland Policy on the Review of Directors of Academic and Research-Based Centers and Institutes (I-6.00[D]). VIII. Outcomes Following Periodic Reviews of Centers & Institutes The Center or Institute may be approved to continue normal operations with no modifications.The University will abide by the rules and regulations of external funding agencies or state or federal funding requirements, if changes are warranted for Centers and Institutes primarily funded by those sources.Reorganization or renaming procedures may be initiated.If the Approval Authority determines that a reorganization is warranted following a review, the Unit Head may initiate procedures to transition the Center or Institute to a different type of entity.The Unit Head may consider a variety of options for reorganizing an existing Center or may consider other structural changes appropriate to the needs identified in the review.The Unit Head should consult with the faculty and administrators engaged in the entity’s work, as well as with the relevant College(s)/School(s), the Dean(s), the Senior Vice President and Provost, and the Vice President for Research, if appropriate, prior to approving a reorganization.If the proposed reorganization would result in the creation of a new Center, the new Center should be approved through the process for establishing a Center outlined in Section V.B of this Policy.If the review indicates that the name of the entity should be changed, the Unit Head may initiate a process to rename the entity. Philanthropic and honorific namings must be in accordance with the USM Policy on the Naming of Facilities & Programs (VI-4.00).The Unit Head should consider any agreements with external funding agencies or affiliated laboratories regarding the name of the entity.The Unit Head should consult with faculty and administrators engaged in the work of the entity to develop a new name, and may consider engaging departmental or College-level committees, as appropriate.The Unit Head should determine whether a proposed new name would conflict with names used by existing Centers or Institutes at the University that focus on similar or related topics, and whether the proposed name is appropriate for the level at which the entity operates.The Unit Head may approve a new name for the entity after consultation with key stakeholders and the Approval Authority, and should notify the Division of Research of the change.The Center or Institute may be placed on probation.The Unit Head, in consultation with the Director, will develop a plan of corrective actions that must be taken during the probationary period to address the factors that led to the negative review.The Center or Institute will have up to two years from the point at which the plan is finalized to implement the corrective actions.The Center or Institute will submit a self-assessment to the Unit Head detailing its progress in addressing the factors that led to the negative review within two years.The Unit Head will review the self-assessment and make a recommendation to the Approval Authority.The Approval Authority will make a final determination on actions following the implementation of the plan. The Approval Authority may:Remove probationary status and approve the continuation of normal operations;Determine whether additional corrective actions are needed;Determine whether additional time to address specific issues would be appropriate; orInitiate sunsetting procedures.The Approval Authority may initiate sunsetting procedures when a period of time is needed in order to appropriately complete or phase out the activities of the entity.The Unit Head will develop the sunsetting plan, in consultation with the Approval Authority, as appropriate. The Unit Head may engage the Director in the development of the sunsetting plan.The sunsetting plan should address, among other things:The time frame of the phase-out period, which may range from a few months to up to two years;The reassignment or expiration of faculty/staff appointments;Plans for ensuring the continued support of graduate students whose research is associated with the entity; andPlans for how to address any remaining funding commitments and other financial matters.The Unit Head will be responsible for taking any necessary steps to remove a Center or Institute from any public-facing websites or materials and notifying the Division of Research following sunsetting.The Approval Authority may initiate termination procedures as specified in Section IX below. IX. Termination Groups, Centers, and Institutes may be terminated at any time by the Approval Authority, in consultation with the Unit Head, for violation(s) of USM or University policy, federal regulations, or state or federal law.Groups, Centers, and Institutes may be terminated at any time by the Unit Head due to inactivity, lack of funding, or lack of interest by the faculty to sustain the entity’s activities.Groups may be terminated by the Unit Head if the faculty within the Group have left the University or are no longer interested in actively pursuing the focus area.Termination may also be initiated by the faculty within the Group, Center, or Institute when faculty support for the entity no longer exists, if there is no interest among the faculty in participating in or leading the entity, or when the entity is no longer financially viable. Requests for termination may be submitted to the Unit Head for consideration.Centers and Institutes may be terminated as a result of the periodic review process.Termination of Centers and Institutes may be initiated by the Unit Head if at the time of review, they determine that a Center or Institute is inactive and has no existing faculty or staff dedicated to its work.Centers and Institutes may be terminated as a result of a negative review or following a negative outcome from a probationary period, at the discretion of the Approval Authority.The process of dissolving a Center or Institute must:Take into consideration the contractual obligations and employment agreements with the faculty and staff associated with the entity, and determine how these will be fulfilled;Abide by any contractual agreements with external agencies and/or affiliated laboratories;Ensure the continued support of graduate students whose research is associated with the entity; andProvide for the appropriate closure of any active research space, including but not limited to the disposal of hazards, data, and supplies and equipment, in compliance with Environmental Safety, Sustainability, and Risk (ESSR) and other applicable oversight entities.  X. Implementation The requirement for regular reviews of academic and/or research-based Centers and Institutes applies to all such entities defined in this Policy, established prior to July 2021, as well as to any new entities created under this Policy.Existing Centers and Institutes should transition to the new review processes established in this Policy at the time of their next review.Centers and Institutes that have not been reviewed within the past five years or that do not have a defined review cycle should be reviewed as soon as is practical but no later than five years from the approval of this Policy, using the processes outlined in this Policy. Office of the President 1101 Main Administration Building College Park, MD 20742 301.405.5803 call: 301-405-5803 [email protected] 18新利在线娱乐官网,18新利体育官网入口

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6 月 25, 2024
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18新利网页,新利18优惠 Skip to main content Office of Student Financial Aid Toggle navigation Main navigation My FinAid Account Types of Aid Resources & Policies Forms Financial Aid Process Home Important Dates Important Dates The estimated financial aid offer notification dates indicated below cover financial aid programs offered using the Free Application for Federal Student Aid(FAFSA). It is important to note that if students are offered additional aid beyond what is offered using the FAFSA, their notification dates will be different. Visit the OSFA Scholarship Database for outside scholarship application deadlines and additional information. For disbursement and billing dates, please visit the Student Financial Services and Cashiering website. Important Information about 2024-2025 Financial Aid Offer Timeline The 2024-2025 FAFSA underwent many changes under the FAFSA Simplification Act. The changes were intended to make the FAFSA process more user-friendly, reduce barriers to accessing financial aid, and increase the number of students who apply for and receive federal financial aid assistance for higher education.  The U.S. Department of Education has recently announced a delayed schedule for the release of the Free Application for Federal Student Aid (FAFSA) data to schools for the upcoming academic year, 2024-25. Student FAFSA data that typically arrive in October was scheduled to arrive at the end of January 2024 due to FAFSA changes. It is now expected to be released to schools starting in March 2024. The University is actively monitoring this situation to assess the potential impacts. Our dedicated staff is working diligently to navigate through the challenges, and we will provide more information when it becomes available.   Merit scholarship notification timeline will not be impacted by the FAFSA data delay. Estimated Financial Aid Offer Notification Dates As soon as possible  | Incoming fall freshmen, incoming Freshmen Connection participants.   As soon as possible | Incoming fall transfer students.   By June 1 | Newly admitted and returning graduate students.   By June 14 | Continuing freshmen, sophomores, juniors and seniors.   By November 1 | Incoming spring transfer students. Miscellaneous Dates April  1, 2024 | The University of Maryland’s FAFSA priority consideration deadline for the 2024-25 FAFSA.   By Late January | Students eligible for spring semester federal loans will see their accepted and eligible loans posted on their billing accounts.    No Later than June 1 | The Federal PLUS Loan application becomes available online.   July 15 |  Deadline for submission of the Edward T. and Mary A. Conroy Memorial Scholarship Program & Jean B. Cryor Memorial Scholarship Application.    May 15 |  The UMD deadline for newly admitted students to confirm their enrollment and submit their enrollment deposit.   By Late August | Students eligible for fall semester federal loans will see their accepted and eligible loans posted to their billing accounts.    October 1, 2024 | The FAFSA form becomes available online. Office of Student Financial Aid 0115 Mitchell Building 7999 Regents Drive College Park, MD 20742 USA P: 301.314.8377 [email protected] ©2022 All rights reserved Social Networks menu Facebook Twitter YouTube Footer Consumer Information & Federal Notices Contact Us Office of Graduate Admissions Office of Undergraduate Admissions Web Accessibility Privacy Notice Site Map 18新利网页,新利18优惠

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新利18官网客服,新利18体育开户网址 Skip to Content AZ Index Catalog Home Menu Toggle University of Maryland Search UMD Submit Admissions Admissions Undergraduate Admissions Undergraduate Majors Visit Requirements Deadlines Cost Graduate Admissions Graduate Programs Admissions Process Funding Other Links Colleges & Schools Financial Aid Contact us News Events Toggle navigation 2024-2025 Catalog Graduate Undergraduate Graduate Courses A-Z Undergraduate Graduate Programs A-Z Undergraduate Graduate Catalog Archives Catalog Navigation –> Search Catalog Search Graduate The Graduate School Introduction to the University of Maryland Programs Faculty Listing Course ListingToggle Course Listing AASP -​ African American Studies AAST -​ Asian American Studies AGNR -​ Agriculture and Natural Resources AMSC -​ Applied Mathematics &​ Scientific Computation AMST -​ American Studies ANSC -​ Animal Science ANTH -​ Anthropology AOSC -​ Atmospheric and Oceanic Science ARAB -​ Arabic ARCH -​ Architecture AREC -​ 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and Application SLLC -​ School of Languages, Literatures and Cultures SOCY -​ Sociology SPAN -​ Spanish SPHL -​ Public Health STAT -​ Statistics and Probability SURV -​ Survey Methodology TDPS -​ Theatre, Dance and Performance Studies THET -​ Theatre TLPL -​ Teaching and Learning, Policy and Leadership TLTC -​ Teaching and Learning Transformation Center TOXI -​ Toxicology UMEI -​ Maryland English Institute UNIV -​ University Courses URSP -​ Urban Studies and Planning USLT -​ Latina/​o Studies VMSC -​ Veterinary Medical Sciences WGSS -​ Women, Gender and Sexuality Studies WMST -​ Women’s Studies PoliciesToggle Policies Admissions Policies Registration Policies Tuition, Fees, and Expenses Policies for Graduate Assistantships Graduate Student Fellowships Academic Record Master’s Degrees Policies Doctor of Philosophy Degree Policies Professional Practice Doctoral Degree Policies Combined Bachelor’s-​Master’s Programs Dual Master’s Degrees Dual Doctoral and Master’s Degrees Graduate Certificate Policies Graduate School Field Committees Graduate Faculty Members Other Graduate School Policies Graduate School Services Appendices Resources Resources Print Options HomeGraduate CatalogProgramsBusiness Administration and Social Work (BMSW) Business Administration and Social Work (BMSW) Overview Admissions Requirements Facilities and Special Resources Graduate Degree Program R.H. Smith School of Business / Maryland School of Social Work ABSTRACT In social service agencies, financial and business expertise combined with social work practice, knowledge, and experience is invaluable. The MBA and MSW degrees complement each other and provide graduates with a combination of knowledge, experience, and values necessary in business and the human services system. Candidates must apply for admission to the School of Social Work and also to the MBA program at College Park and must be admitted to both programs. Information about the MSW program can be found at https://www.ssw.umaryland.edu/ CONTACT MBA program information is available online at http://www.rhsmith.umd.edu. Please contact us at: MBA/MS Admissions 2303 Van Munching Hall 7699 Mowatt Lane University of Maryland College Park, MD 20742 Telephone: 301.405.2559​ Email: [email protected] Website: http://www.rhsmith.umd.edu GENERAL REQUIREMENTS Essay Transcript(s) TOEFL/IELTS/PTE (international graduate students) PROGRAM-SPECIFIC REQUIREMENTS Letter of Recommendation (1) Graduate Management Admissions Test (GMAT) – optional Graduate Record Examination (GRE) – optional CV/Resume M.S.W. Application: Social Work (MSW) Requirements: applicants should check with the University of Maryland School of Social Work. Applicants must apply to each program separately and be accepted by both programs. APPLICATION DEADLINES Graduate Application Deadlines-Fall Type of Applicant Fall Deadline Domestic Applicants US Citizens and Permanent Residents August 1, 2025 International Applicants F (student) or J (exchange visitor) visas,E,G,H,I and L visas and immigrants March 14, 2025 RESOURCES AND LINKS: Other Deadlines: rhsmith.umd.edu/apply  Program Website: rhsmith.umd.edu/programs Application Process: gradschool.umd.edu/admissions/application-process/step-step-guide-applying Business Administration and Social Work, Master of Business Administration and Master of Social Work (dual degree) (M.B.A. and M.S.W.) The Office of Career Services (OCS) provides dedicated, professional support to help students launch their careers. The center links students directly to recruiters through a variety of services, including on- and off-campus recruitment and the online resume database, which matches a Smith MBA to the right industry position. The OCS also participates in regional and national career forums and job fairs, such as the National MBA Consortium, the National Black MBA Conference, the National Hispanic MBA Conference, the National Association of Women MBA’s Conference, and the Career Services Council. The Smith School is located in the Baltimore/Washington, D.C./Northern Virginia corridor. This region offers one of the highest concentrations of culture, diversity, and career opportunities in the country. Undergraduate Graduate Courses A-Z Undergraduate Graduate Programs A-Z Undergraduate Graduate Catalog Archives The Flagship Institution of the University System of Maryland College Park, MD 20742, USA · 301.405.1000 Web Accessibility| Privacy Policy| Office of the University Registrar| © 2024-2025 Back to top Print Options Send Page to Printer Print this page. Download Page (PDF)The PDF will include all information unique to this page. Cancel 新利18官网客服,新利18体育开户网址

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Here are instructions for how to enable Javascript in your web browser. Back to Directory Puneet Srivastava Prof & Associate Dean for Research and Associate Director of MAES [email protected] Associate Director Agricultural Experiment Station 1201 Symons Hall Street 7998 Regents Drive College Park, MD 20742-3131 301 405-2459 Dr. Puneet Srivastava is the Associate Dean for Research and Associate Director of Maryland Agricultural Experiment Station in the College of Agriculture and Natural Resources. As Associate Dean for Research and Associate Director of MAES, Srivastava provides leadership to the agricultural and natural resources research programs in the College, coordinates interdepartmental and interdisciplinary projects, and integrates research policies, priorities, and programs with those of the Dean of the College of Agriculture and Natural Resources, Associate Dean of Academic Programs, and Associate Dean of the University of Maryland Extension. He also coordinates on- and off-campus faculty research activities, identifies potential funding sources, stimulates submission of grant applications for extramural funding, and identifies strategic research priorities for the College. Srivastava came to the University of Maryland from Auburn University where he was the Director of the university-wide Water Resources Center, Butler-Cunningham Eminent Scholar in Agriculture and the Environment in the College of Agriculture, and a Professor in the Biosystems Engineering Department. Srivastava is a Fellow of the American Society of Agricultural and Biological Engineers and a Fellow of the Alabama Academy of Science. Research Current & Recent Projects Current & Recent Projects Dr. Srivastava has provided his expertise and leadership in numerous research projects and initiatives. Current and recent projects include: Coupling SWAT and WetQual for Improved N, P, and C Processing in Wetland Dominated Agricultural Watersheds (L. Kalin, P. Srivastava, H. Yen, and J. Arnold), USDA-AFRI, 2020-2023, $499,947 NRT: Addressing Resiliency to Climate Related Hazards and Disasters through Data In-formed Decision Making              (K. McNeal, C. Burton, P. Srivastava, S. Pan, and D. Tian), NSF, 2019 – 2024, $2,998,770 Elucidating Colloidal-Facilitated Phosphorus Migration in Soils Through X-ray Computed Tomography and Hydrus Modeling (J. Lamba, P. Srivastava, K. Kartikeyan, and J. Simunek), USDA-AFRI, 2018 – 2021, $415,000 Agricultural Water Security through Sustainable Use of the Floridan Aquifer: An Integrated Assessment of Economic and Environmental Impacts (W. Graham, P. Srivastava. G. Vellidis, and others), USDA-NIFA (Water for Agriculture Challenge Area CAP grant), 2017-2022, $5,000,000 Students Past Graduate Students and Scholars Past Graduate Students and Scholars POSTDOCTORAL RESEARCHERS AND VISITING SCHOLARS SUPERVISED/HOSTED Dr. Sandra Guzman, Postdoctoral Fellow, 2017 – 2018 (Assistant Professor at University of Florida – Ft. Pierce) Dr. Subhasis Mitra, Postdoctoral Fellow, 2015 – 2017 (Assistant Professor at Indian Institute of Technology – Palakkad, India) Dr. Sarmistha Singh, Postdoctoral Fellow, 2015 – 2016 (Assistant Professor at Indian Institute of Technology – Palakkad, India) Dr. Xiaole Han, Visiting Scholar from Hohai University, Nanjing, China, November 2016 – October 2017 (Associate Professor, School of Hydrology and Water Resources at Hohai University, Nanjing, China) Dr. Golbahar Mirhosseini, Postdoctoral Fellow, 2013 – 2016 (Project Manager/Environmental Engineer at Federal Energy Regulatory Commission, Washington, DC) Dr. Moon Seong Kang, Visiting Scholar from South Korea, 2014 – 2015 (Professor at Seoul National University, Seoul, South Korea) Dr. Sumit Sen, Postdoctoral Fellow, 2009 – 2011 (Professor and Department Chair at Indian Institute of Technology – Roorkee, India). Dr. Moon Seong Kang, Postdoctoral Fellow, 2005-2008 (Professor at Seoul National University, Seoul, South Korea) Dr. Young-Joo Kim, Visiting Scholar from Korea (jointly hosted with Kyung Yoo), 2012 – 2014 (Current position unknown) Pratap Mondal, Visiting Scholar from Indian Institute of Technology, Kharagpur, India, 2008 – 2009 (Current position unknown) Dr. Phil-Shik Kim, Visiting Scholar from Korea (jointly hosted with Kyung Yoo), 2006 – 2008 (Current position unknown) PH.D. and MASTER’S STUDENTS SUPERVISED AS MAJOR PROFESSOR Bijoychandra Singh Takhellambam. Ph.D. Biosystems Engineering. Graduation Summer 2023. Postdoctoral Scholar, Purdue University, West Lafayette, IN. Hemendra Kumar. Ph.D. Biosystems Engineering. Graduation Summer 2022. Extension Faculty (Tenure-track), University of Maryland Extension, College of Agriculture and Natural Resources, University of Maryland, College Park, MD. Ritesh Karki. Ph.D. Biosystems Engineering. Graduation Fall 2020. Senior Faculty Specialist, College of Agriculture and Natural Resources, University of Maryland, College Park, MD Sarmistha Singh. Ph.D. Biosystems Engineering. Graduation Summer 2015. Assistant Professor, Indian Institute of Technology-Palakkad Subhasis Mitra. Ph.D. Biosystems Engineering. Graduation Fall 2014. Assistant Professor, Indian Institute of Technology-Palakkad Golbahar Mirhosseini. Ph.D. Civil Engineering. Graduation Summer 2013. Environmental Engineer at Federal Energy Regulatory Commission, Washington, DC. Suresh Sharma. Ph.D. Civil Engineering. 2012. Associate Professor, Civil Engineering Department, Youngstown State University, Youngstown, PA. Vaishali Sharda. Ph.D. Biosystems Engineering. 2012. Associate Professor, Department of Agricultural and Biological Engineering, Kansas State University, Manhattan, KS Sumit Sen. Ph.D. Civil Engineering. 2009. Professor and Department Chair, Indian Institute of Technology, Roorkee, India Suman Budhathoki. (Co-chair) M.S. Biosystems Engineering. Graduation Summer 2021. Ph.D. Student, Virginia Tech Henrique Haas. (Co-chair) M.S. Forestry. Graduation Summer 2020. Postdoctoral Research Scholar, Columbia Climate School Danielle Tadych. (Co-chair) M.S. Crop, Soil, and Environmental Sci. Graduation Spring 2020. Ph.D. Student, University of Arizona Casey Nowell. (Co-chair). M.S. Crop, Soil, and Environmental Sci. Graduation Summer 2019. Scientist at Volkert, Inc., Birmingham, AL Sarah Richard. (Co-chair). M.S. Biosystems Engineering. Graduation Summer 2017. Director of Public Works, United States Army Ryan McGhee. M.S. Biosystems Engineering. 2016. Assistant Professor, Department of Agricultural and Biological Engineering, Iowa State University, Ames, IA Brittney Noel (Lindley). M.S. Biosystems Engineering (non-thesis). Graduation Spring 2015. Project Manager, NY Department of Transportation, Albany, NY Nischal Mishra. M.S. Biosystems Engineering. 2015. Senior Project Manager at Xylem, Washington, DC Jasmeet Lamba. M.S. Civil Engineering. 2009. Associate Professor, Department of Biosystems Engineering, Auburn University, Auburn, AL Anand Gupta. M.S. Civil Engineering. 2009. Drainage Engineer at WSP USA. Pratap Mondal. M.S. Water Resources Engineering. 2009. Government of India. Pratap worked on his M.S. thesis under my supervision but received his degree from the Indian Institute of Technology, Kharagpur, India. Sarah Sanders Markham. M.S. Civil Engineering. 2007. Senior Engineer. Southern Company, Alabama Gary Brooks Butler. M.S. Civil Engineering. 2007. Director-Commercial Operations, Koch Industries.   Publications and CV Publications CV Publications PATENTS AND INVENTIONS Sharma*, S., S. Isik, P. Srivastava, and L. Kalin. 2011. Deriving Spatially-Distributed Precipitation Data Using the Artificial Neural Network and Multi-Linear Regression Models. U.S. Provisional Patent Application No. 61/550,075. Srivastava, P. 2009. Method for the Optimal Management and Utilization of Industrial by-products. U.S. Provisional Patent Application No. 61/333,946 (2010) and 61/215,510 (2009). BOOK CHAPTERS Kumar*, H., B.V. Ortiz, P. Srivastava, and J. Lamba. 2024. Assessing nutrient variability in irrigated agricultural fields using unsupervised learning and mixed models. Advances in agri-tech approaches for nutrients and irrigation water management. Taylor and Francis Group (accepted). ISBN 9781032450230 McGehee*, R., Flanagan, D. C., Srivastava, P., and Nearing, M. A. (2021). Chapter 16 – Rainfall erosivity: Essential historical, conceptual, and practical perspectives for continued application. In J. Rodrigo-Comino (Ed.), Precipitation (pp. 373–394). Elsevier. https://doi.org/10.1016/B978-0-12-822699-5.00014-8. Mirhosseini*, G. and P. Srivastava. 2013. How Climate Change Could Affect Alabama’s Rainfall – And Why It Matters. Auburn Speaks 2013: On Water. Sharma*, S., P. Srivastava, and L. Kalin. 2013. Using Seasonal to Inter-Annual Climate Variability for Point Source Discharge Permitting in a Complex River System. Auburn Speaks 2013: On Water. Sharda*, V. and P. Srivastava. 2013. Forecasting: Climate Variability and Drought in the Southeast. Auburn Speaks 2013: On Water. Noori*, N., L. Kalin, C. Lebleu, and P. Srivastava. 2013. The Role of Human Activities on Flooding: Does It Matter Where We Develop? Auburn Speaks 2013: On Water. Niraula*, R., L. Kalin, P. Srivastava, and C. Anderson. 2013. Finding the Source of Sediments and Nutrients in the Saugahatchee Creek Watershed. Auburn Speaks 2013: On Water. Srivastava, P. and L. Kalin. 2009. Geographic Information System-Based Watershed Modeling Systems. Biosystems Engineering (Edited by A. Nag). McGraw Hill Publishers. Kalin, L. and P. Srivastava. 2009. Soil and Water Conservation. Biosystems Engineering (Edited by A. Nag). McGraw Hill Publishers. PEER-REVIEWED JOURNAL ARTICLES Malhotra, K., J. Lamba, T. Way, C. Williams, K. Karthikeyan, S. Budhathoki, R. Prasad, P. Srivastava, J. Zheng. 2024. Preferential flow of phosphorus and nitrogen under steady-state saturated conditions. Vadose Zone Journal, https://doi.org/10.1002/vzj2.20331. Takhellambam*, B.S., P. Srivastava, J. Lamba, D. Tian, and R. Molinari. 2024. Artificial Neural Network-Empowered Projected Future Rainfall Intensity-Duration-Frequency Curves under Changing Climate. Atmospheric Research https://doi.org/10.1016/j.atmosres.2023.107122. Kumar*, HB. Ortiz, P. Srivastava, and J. Lamba. 2024. Assessing Nutrient Variability Across Irrigation Management Zones Using Unsupervised Learning and Mixed Models. In Agri-Tech Approaches for Nutrients and Irrigation Water Management. CRC Press. https://doi.org/10.1201/9781003441175. Karki*, R., P. Srivastava, and L. Kalin. 2023. Evaluating climate change impacts in a heavily irrigated karst watershed using a coupled surface and groundwater model. Journal of Hydrology: Regional Studies, 50(2023) 101565. https://doi.org/10.1016/j.ejrh.2023.101565. Kumar*, H., P. Srivastava, J. Lamba, B. Lena, E. Diamantopoulos, B. Ortiz, B. Takhellambam, G. Morata, and L. Bondesan. 2023. A methodology to optimize site-specific field capacity and irrigation thresholds. Journal of Agricultural Water Management, 286, 108385 (2023). https://doi.org/10.1016/j.agwat.2023.108385. Takhellambam*, B.S., P. Srivastava, J. Lamba, R.P. McGehee, H. Kumar, and D. Tian. 2023. Projected Mid-Century Rainfall Erosivity Under Climate Change Over the Southeastern United States. Science of the Total Environment, Volume 865, 20 March 2023, 161119. https://doi.org/10.1016/j.scitotenv.2022.161119. Anandhi, A. P. Srivastava, R. Mohtar, R.G. Lawford, S. Sen, and J. Lamba. 2023. Methodologies and principles for developing nexus definitions and conceptualizations: Lessons from FEW nexus studies. Journal of the ASABE. https://doi.org/10.13031/ja.14539. Tian, D., X., He, P. Srivastava, L. Kalin. 2022. A hybrid framework for forecasting monthly reservoir inflow based on machine learning techniques with dynamic climate forecasts, satellite-based data, and climate phenomenon information. Stoch Environ Res Risk Assess, 36(8): 2353-2375. https://doi.org/10.1007/s00477-021-02023-y. Kumar*, H., P. Srivastava, J. Lamba, E. Diamantopoulos, B. Ortiz, G. Morata, B.S. Takhellambam, L. Bondesan. 2022. Site-Specific Irrigation Scheduling Using One-Layer Soil Hydraulic Properties and Inverse Modeling. Agricultural Water Management Volume 273, 1 November 2022, 107877. https://doi.org/10.1016/j.agwat.2022.107877. Kumar*, H., P. Srivastava, J. Lamba, B.V. Ortiz, T.R. Way, L. Sangha, B.S. Takhellambam, G. Morata, R. Molinari. 2022. Within-field variability in nutrients for site-specific agricultural management in irrigated cornfield. Journal of the ASABE 65 (4), 865-880. Takhellambam*, B.S., P. Srivastava, J. Lamba, R.P. McGehee, H. Kumar, and D. Tian. 2022. Temporal disaggregation of hourly precipitation under changing climate over the Southeast United States. Scientific Data 9 (1), 1-14. Haas*, H., L. Kalin, and P. Srivastava. 2022. Improved forest dynamics leads to better hydrological predictions in watershed modeling. Science of the Total Environment. https://doi.org/10.1016/j.scitotenv.2022.153180. Budhathoki*, S., J. Lamba, P. Srivastava, K. Malhotra, T. Way, and S. Katuwal. 2022. Temporal and Spatial Variability in 3D Soil Macropore Characteristics Determined Using X-ray Computed Tomography. Journal of Soils and Sediments, 22(4): 1263-1277. Budhathoki*, S., J. Lamba, P. Srivastava, C. Williams, F. Arriaga, and K.G. Karthikeyan. 2022. Impact of land use and tillage practice on soil macropore characteristics inferred from X-ray computed tomography. Catena. Volume 210, March 2022, 105886. https://doi.org/10.1016/j.catena.2021.105886. Haas*, H., N. Reaver, R. Karki, L. Kalin, P. Srivastava, D.A. Kaplan, C.A. Gonzalez-Benecke. 2022. Improving the representation of forests in hydrological models. Science of the Total Environment. Volume 812, 15 March 2022, 151425. https://doi.org/10.1016/j.scitotenv.2021.151425. Budhathoki*, S., J. Lamba, P. Srivastava, K. Melhotra, T. Way, and S. Katuwal. 2022. Using X-ray Computed Tomography to Quantify Variability in Soil Macropore Characteristics in Pastures. Soil and Tillage Research 215:105194. https://doi.org/10.1016/j.still.2021.105194. McGehee, R., D.C. Flanagan, P. Srivastava, B.A. Engel, C.-H. Huang, and M.A. Nearing. 2022. An updated isoerodent map of the conterminous United States. International Soil and Water Conservation Research, 10(1): 1-16. https://doi.org/10.1016/j.iswcr.2021.06.004. Han*, X., J. Liu, P. Srivastava, H. Liu, X. Li, X. Shen, and H. Tan. 2021. The dominant control of relief on soil water content distribution during wet-dry transitions in headwaters. Water Resources Research. https://doi.org/10.1029/2021WR029587. Singh*, S., A. Abebe, P. Srivastava, and I. Chaubey. 2021. Effect of ENSO Modulation by Decadal and Multi-decadal Climatic Oscillations on contiguous United States Streamflows. Journal of Hydrology: Regional Studies, 31 (August 2021) https://doi.org/10.1016/j.ejrh.2021.100876. Paul, M., M. Negahban-Azar, A. Rajib, A. Shirmohammadi, and P. Srivastava. 2021. Improved Agricultural Water Management in Data-scarce Semi-arid Watersheds: Value of Integrating Remotely Sensed Leaf Area Index in Hydrological Modeling. Science of the Total Environment. https://doi.org/10.1016/j.scitotenv.2021.148177. Kumar*, H., P. Srivastava, B. Ortiz, G. Morata, B.S. Takhellambam, J. Lamba, and L. Bondesan. 2021. Field-scale spatial and temporal soil water variability in irrigated croplands. Transactions of the ASABE, 64(4): 1277-1294. doi: 10.13031/trans.14335. Dale, G., Dotro, G., Srivastava, P., Austin, D., Hutchinson, S., Head, P., Goonetilleke, A., Stefanakis, A., Junge, R., Fernández J., Weyer, V., Truter, W., Bühler, D., Bennett, J., Liu, H., Li, Z., Du, J., Schneider, P., Hack, J., Schönborn, A. 2021. Education in Ecological Engineering – A need whose time has come. Circ. Econ. Sust. 1, 333-373. https://doi.org/10.1007/s43615-021-00067-4. Karki*, Ritesh, P. Srivastava, L. Kalin, S. Mitra, S. Singh. 2021. Assessment of impact in groundwater levels and stream-aquifer interaction due to increased groundwater withdrawal in the lower Apalachicola-Chattahoochee-Flint (ACF) River Basin using MODFLOW. Journal of Hydrology: Regional Studies 34, 100802. https://doi.org/10.1016/j.ejrh.2021.100802. (In Press) Mitra*, S., and P. Srivastava. 2021. A comprehensive drought assessment tool for coastal areas, bays, and estuaries: Development of a coastal drought index. Journal of Hydrologic Engineering 26 (1), 04020055. https://doi.org/10.1061/(ASCE)HE.1943-5584.0001968. Musie, M., S. Sen, and P. Srivastava. 2020. Application of CORDEX-AFRICA and NEX-GDDP datasets for hydrologic projections under climate change in Lake Ziway sub-basin, Ethiopia. Journal of Hydrology: Regional Studies. https://doi.org/10.1016/j.ejrh.2020.100721. McGehee*, R., Flanagan, D., and P. Srivastava. 2020. WEPPCLIFF: A command-line tool to process climate inputs for soil loss models. Journal of Open Source Software, 5(49), 2029, https://doi.org/10.21105/joss.02029. Han*, X., J. Liu, P. Srivastava, S. Mitra, and R. He. 2020. Effects of critical zone structure on patterns of flow connectivity induced by rainstorms in a steep forested catchment. Journal of Hydrology, https://doi.org/10.1016/j.jhydrol.2020.125032. Karki*, R., P. Srivastava, D.D. Bosch, L. Kalin, J. Lamba, and T.C. Strickland. 2020. Multi-variable sensitivity analysis, calibration, and validation of a field-scale SWAT model: Building stakeholder trust in hydrologic/water quality modeling. Transactions of the ASABE, 63 (2): 523-539. Karki*, R., P. Srivastava, and T. Veith. 2020. Application of the Soil and Water Assessment Tool (SWAT) at the Field-Scale: Categorizing Methods and Review of Applications. Transactions of the ASABE 63 (2): 513-522. Sangha, L., J. Lamba, H. Kumar, P. Srivastava, M. Dougherty, and R. Prasad. 2020. An innovative approach to rainwater harvesting for irrigation based on ENSO forecasts. Journal of Soil and Water Conservation 75(5): 565-578 doi:10.2489/jswc.2020.00085. Anandhi, A., K. Douglas-Mankin, P. Srivastava, R. Aiken, G. Senay, R. L. Leungand I. Chaubey. 2020. DPSIR-ESA Vulnerability Assessment (DEVA) Framework: Synthesis, Foundational Overview, and Expert Case Studies. Transactions of the ASABE, 63(3): 741-752. Arora, P., J. Lamba, P. Srivastava, and L. Kalin. 2019. Modeling Effectiveness of Broiler Litter Application Method for Reducing Phosphorus and Nitrogen Losses. Hydrology Research, 50 (4): 1047-1061. Mussie, M. S. Sen, and P. Srivastava. 2019. Comparison and Evaluation of Gridded Precipitation Datasets for Streamflow Simulation in Data Scarce Watersheds of Ethiopia. Journal of Hydrology https://doi.org/10.1016/j.jhydrol.2019.124168. Lamba, J., P. Srivastava, T.R. Way, and K. Malhotra. 2019. Effect of Broiler Litter Application Method on Metal Runoff from Pastures. Journal of Environmental Quality, 48 (6): 1856-1862. Mitra*, S., S. Singh*, and P. Srivastava. 2019. Sensitivity of Groundwater Components to Irrigation Withdrawals during Droughts on Agricultural Intensive Karst Aquifer in the Apalachicola-Chattahoochee Flint River Basin. Journal of Hydrologic Engineering, 24 (3), 05018032. Malhotra, K., J. Lamba, P. Srivastava, and S. Shepherd. 2018. Fingerprinting Suspended Sediment Sources in an Urbanized Watershed. Water, 10, 1573; doi:10.3390/w10111573. Singh*, S., A. Abebe, and P. Srivastava. 2018. Evaluation of Nonparametric and Parametric Statistical Procedures for Modeling and Prediction of Cluster-Correlated Hydroclimatic Data. Water Resources Research, 54(9): 6948-6964. Mitra*, S., P. Srivastava, and J. Lamba. 2018. Probabilistic Assessment of Projected Climatological Drought Characteristics over the Southeast USA. Climatic Change, 147(3-4): 601-615. Medina, H., D. Tian, P. Srivastava, A. Pelosi, and G. Chirico. 2018. Medium-range reference evapotranspiration forecasts for the contiguous United States based on multi-model numerical weather predictions. Journal of Hydrology, 562: 502-517. McGehee*, R. and P. Srivastava. 2018. Benchmarking reliable erosion indices from quarter-hour station data for climate studies in the southeastern United States. Journal of Soil and Water Conservation 73(4): 363-376. Han*, X., J. Liu, S. Mitra*, X. Li, P. Srivastava, S. Guzman*, and X. Chen. 2018. Selection of Optimal Scales for Soil Depth Prediction on Headwater Hillslopes: A Modeling Approach. CATENA, 163: 257-275. Duhan, D., A. Pandey, and P. Srivastava. 2018. Rainfall variability and its association with El Niño Southern Oscillation in Tons River Basin, India. Meteorology and Atmospheric Physics, 130 (4), 405-425. Lamba, J., P. Srivastava, S. Mitra*, and T. Way. 2018. Using soil phosphorus measurements to assess the effectiveness of subsurface-band application of broiler litter in reducing phosphorus leaching. Transactions of the ASABE 61(1): 133-138. Mitra*, S. and P. Srivastava. 2017. Spatial and temporal variability of droughts in the Southeast United States. Natural Hazards, 86(3): 1007-1038. Mishra*, N., P. Srivastava, and S. Singh. 2017. What do climate change projections say about future droughts in Alabama and Georgia? Transactions of the ASABE 60(4): 1139-1151. Singh*, S., P. Srivastava, S. Mitra*, and A. Abebe. 2017. Evaluation of Water-Use Policies for Baseflow Recovery during Droughts in an Agricultural Intensive Karst Watershed: Case study of the Lower Apalachicola-Chattahoochee-Flint River Basin, Southeastern USA. Hydrological Processes, 31(21): 3628-3644. Singh*, S., P. Srivastava, A. Abebe, and S. Mitra*. 2016. Climate Variability and Irrigation Impacts on Streamflows in a Karst Watershed- A Systematic Evaluation. J. of Hydrology: Regional Studies J. of Hydrology: Regional Studies, 8: 274-286. Sharma*, S., P. Srivastava, X. Fang, and L. Kalin. 2016. Hydrologic Simulation Approach for El Niño Southern Oscillation (ENSO)-Affected Watershed with Limited Rain Gauge Stations. Hydrological Sciences Journal, 61(6): 991-1000. Sharda*, V. and P. Srivastava. 2016. Value of ENSO-forecasted drought information for the management of small to mid-size communities. Transactions of the ASABE, 59(6): 1733-1744. Chaubey, I., D.D. Bosch, R. Munoz-Carpena, R. Daren Harmel, K. Douglas-Mankin, A.P. Nejadhashemi, P. Srivastava, and A. Shirmohammadi. 2016. Climate change: A call for adaptation and mitigation strategies. Transactions of the ASABE, 59(6): 1709-1713. Mirhosseini*, G. and P. Srivastava. 2016. Effect of Irrigation and Climate Variability on Water Quality of Coastal Watersheds – A Case Study in Alabama. J. Irrig. Drain Eng., 2016, 142(2): 05015010. Kang, M.S., P. Srivastava, J.H. Song, J. Park, Y. Her, S.M. Kim, and I. Song. 2016. Development of a component-based modeling framework for agricultural water-resource management. Water 2016, 8(8), 351; doi:10.3390/w8080351. Mitra*, S., P. Srivastava, and S. Singh*. 2016. Effect of irrigation pumpage during drought on karst aquifer systems in highly agricultural watersheds: example of the Apalachicola-Chattahoochee-Flint river basin, southeastern USA. Hydrogeology Journal, 24(6): 1565-1582. Noori, N., L. Kalin, S. Sen*, P. Srivastava, C. Lebleu. 2016. Identifying Areas Sensitive to Land Use/Land Cover Change for Downstream Flooding in a Coastal Alabama Watershed. Regional Environmental Change, 2016, DOI 10.1007/s10113-016-0931-5. Elias, E., H. Rodriguez, P. Srivastava, M. Dougherty, D. James, and R. Smith. 2016. Impacts of Forest to Urban Land Conversion and ENSO Phase on Water Quality of a Public Water Supply Reservoir. Forests 2016, 7, 29; doi:10.3390/f7020029. Sharma*, S. and P. Srivastava. 2016. Teleconnection of Instream Total Organic Carbon Loads with El Niño Southern Oscillation (ENSO), North Atlantic Oscillation (NAO), and Pacific Decadal Oscillation (PDO). Transactions of the ASABE. 59(1): 81-95. (doi: 10.13031/trans.59.10980). Singh*, S., P. Srivastava, A. Abebe, and S. Mitra. 2015. Baseflow response to climate variability induced droughts in the Apalachicola-Chattahoochee-Flint River Basin, U.S.A. Journal of Hydrology, 528: 550-561. Mirhosseini*, G., P. Srivastava, and A. Sharifi. 2015. Developing Probability-Based IDF Curves Using Kernel Density Estimator. J. Hydrol. Eng., 10.1061/(ASCE)HE.1943-5584.0001160, 04015002. Sharma*, S., P. Srivastava, L. Kalin, X. Fang, and E. Elias. 2015. Performance Comparison of Adoptive Neuro-Fuzzy Inference System (ANFIS) with Loading Simulation Program C++ (LSPC) Model for Streamflow Simulation in El Niño Southern Oscillation (ENSO) Affected Watershed. Expert Systems with Applications, 42(4): 2213-2223. Singh*, H.V., L. Kalin, A. Morrison, P. Srivastava, G. Lockaby, and S. Pan. 2015. Post-Validation of SWAT Model in a Coastal Watershed for Predicting Land Use/Cover Change Impacts. Hydrology Research, 46(6):  837-853. Lamba*, J., T.R. Way, P. Srivastava, and D.B. Watts. 2015. A Method for Subsurface-Banding Poultry Litter in Plots Not Accessible with Conventional Field Equipment. Applied Engineering in Agriculture. 31(4): 555-558. Sharma*, S., P. Srivastava, X. Fang, L. Kalin. 2015. Long-Range Hydrologic Forecasting in El Niño Southern Oscillation-Affected Coastal Watersheds: Comparison of Climate Model and Weather Generator Approach. Journal of Hydrologic Engg., 20(12), 10.1061/(ASCE)HE.1943-5584.0001198. Sharma*, S., P. Srivastava, X. Fang, and L. Kalin. 2014. Total Organic Carbon Load Simulation with El Niño Southern Oscillation Using Hybrid and Fuzzy Logic Approaches. Transactions of the ASABE, 57(4): 1071-1085. Mitra*, S., P. Srivastava, S. Singh, and D. Yates. 2014. Effect of ENSO-induced Climate Variability on Groundwater Levels in the Lower Apalachicola-Chattahoochee-Flint River Basin. Transactions of the ASABE, 57(5): 1393-1403. Mirhosseini*, G., P. Srivastava, and X. Fang. 2014. Developing Rainfall Intensity-Duration-Frequency (IDF) Curves for Alabama under Future Climate Scenarios using Artificial Neural Network (ANN). J. Hydrol. Eng., 19(11), 04014022. Elias, E., D. Laband, M. Dougherty, G. Lockaby, P. Srivastava, and H. Rodriguez. 2014. The public water supply protection value of forests: A watershed-scale ecosystem services analysis based upon total organic carbon. Open Journal of Ecology, 4(09): 517-531. doi: 10.4236/oje.2014.49042. Lamba*, J., P. Srivastava, T. Way, S. Sen*, C. W. Wood, and K. Yoo. 2013. Nutrient Loss in Leachate and Surface Runoff from Surface-Broadcast and Subsurface-Banded Broiler Litter. J. Environ. Qual. 42:1574-1582. Niraula*, R., L. Kalin, P. Srivastava, and C. Anderson. 2013. Identifying Critical Source Areas of Nonpoint Source Pollution with SWAT and GWLF. Ecological Modelling 268:123-133. Bolson, J., C. Martinez, N. Breuer, P. Srivastava, and P. Knox. 2013. Climate information use among southeast US water managers: beyond barriers and toward opportunities. Regional Environmental Change 13 (Suppl. 1): 141-151. Mirhosseini*, G., P. Srivastava, and L. Stefanova. 2013. The impact of climate change on rainfall Intensity-Duration-Frequency (IDF) curves in Alabama. Regional Environmental Change 13 (Suppl. 1): S25-S33. Sharda*, V., P. Srivastava, L. Kalin, K. Ingram, and M. Chelliah. 2013. Development of Community Water Deficit Index: Drought-Forecasting Tool for Small- to Mid-Size Communities of the Southeastern United States. Journal of Hydrologic Engineering, 18(7): 846-858. Isik, S., L. Kalin, J.E. Schoonover, P. Srivastava, and B.G. Lockaby 2013. Modeling effects of changing land use/cover on daily streamflow: An Artificial Neural Network and curve number based hybrid approach, Journal of Hydrology, 485: 103-112. Elias*, E., M. Dougherty, P. Srivastava, and D. Laband. 2013. The impact of forest to urban land conversion on streamflow, total nitrogen, total phosphorus, and total organic carbon inputs to the Converse reservoir, Southern Alabama, USA. Urban Ecosystems 16:79-107. Sharma*, S., P. Srivastava, X. Fang, and L. Kalin. 2012. Incorporating Climate Variability for Point Source Discharge Permitting in a Complex River System. Transactions of the ASABE, 55(6): 2213 – 2228. Lamba*, J., T. Way, P. Srivastava, S. Sen*, C.W. Wood, and K. Yoo. 2012. Surface Transport of Nutrients from Surface-Broadcast and Subsurface-Banded Broiler Litter. Transactions of the ASABE 55(3): 995-1002. Sen*, S., P. Srivastava, P.A. Vadas, and L. Kalin. 2012. Watershed-level Comparison of Predictability and Sensitivity of Two Phosphorus Models. Journal of Environmental Quality, 41:1642-1652. Sharma*, S., S. Isik, P. Srivastava, and L. Kalin. 2012. Deriving Spatially-Distributed Precipitation Data Using Artificial Neural Network and Multi-Linear Regression Models. J. Hydrol. Eng., 18(2), 194-205. Sharda*, V., P. Srivastava, K. Ingram, M. Chelliah, and L. Kalin. 2012. Quantification of El Niño Southern Oscillation (ENSO) Impact on Precipitation and Stream flows for Improved Management of Water Resources in Alabama. Journal of Soil and Water Conservation, 67(3): 158-172. Niraula*, R., L. Kalin, R. Wang*, P. Srivastava. 2012. Determining Nutrient and Sediment Critical Source Areas with SWAT Model: Effect of Lumped Calibration. Transactions of the ASABE, 55(1): 1-11. Sen*, S., P. Srivastava, T.P. Clement, J.H. Dane, and H. Meng. 2011. Simulating pasture hillslope hydrologic response using HIRO2 model. Journal of Soil and Water Conservation, 66(6):411-422. Way, T., J. Lamba*, and P. Srivastava. 2011. A method for installing zero-tension pan and wick lysimeters in soil. Applied Engineering in Agriculture, 27(5): 747-755. Mondal*, P., P. Srivastava, L. Kalin, and S.N. Panda. 2011. Ecologically-sustainable surface water withdrawal for cropland irrigation through incorporation of climate variability. J. Soil and Water Conservation 66(4):221-232; doi:10.2489/jswc.66.4.221. Singh*, H.V., L. Kalin, and P. Srivastava. 2011. Effect of soil data resolution on identification of critical source areas of sediment. Journal of Hydrologic Engineering doi:10.1061/(ASCE)HE.1943-5584.0000318. Campbell, C., J. Fulton, T. McDonald, W. Wood, W. Zech, and P. Srivastava. 2010. Spinner-disc technology to enhance the application of litter. Applied Engineering in Agriculture, 26(5): 759-767. Srivastava, P., A.K. Gupta*, and L. Kalin. 2010. An ecologically-sustainable surface water withdrawal framework for cropland irrigation – a case study in Alabama. Environmental Management, 46(2): 302-313. Sen*, S., P. Srivastava, J. Dane, K. Yoo, and J. Shaw. 2010. Spatial-temporal variability and hydrologic connectivity of runoff generation areas in a North Alabama pasture – implications for phosphorus transport. Hydrological Processes, 24(3): 342-356. Srivastava, P., S. Sanders*, J.H. Dane, Y. Feng, J. Basile, and M.O. Barnett. 2009. Miscible displacement column studies to evaluate the sorption and mobility of sulfadimethoxine and ormetoprim in soil. Vadose Zone Journal, 8(1):32-41. Sen*, S., P. Srivastava, K. Yoo, J. Dane, J. Shaw, and M.S. Kang*. 2008. Runoff Generation Mechanisms in Pastures of the Appalachian Plateau Region of Alabama – A Field Investigation. Hydrological Processes 22(21):4222-4232. Sanders*, S., P. Srivastava, Y. Feng, J.H. Dane, J. Basile, and M.O. Barnett. 2008. Sorption of veterinary antimicrobials sulfadimethoxine and ormetoprim in soil. Journal of Environmental Quality, 37(4): 1510-1518. Kang*, M.S., P. Srivastava, T. Tyson, J. Fulton, K. Yoo, and W.F. Owsley. 2008. GIS-based decision support system for poultry litter management. Computers and Electronics in Agriculture 64(2):212-224. Bhattarai*, G., P. Srivastava, L. Marzen, D. Hite, and L. Hatch. 2008. Assessment of economic and water quality impacts of land use change using a simple bioeconomic model. Environmental Management. Environmental Management, 42(1): 122-131. Johnson, T.E., J.N. McNair, P. Srivastava, and D.D. Hart. 2007. Stream ecosystem responses to spatially variable land cover: A model with implications for riparian restoration. Freshwater Biology 52(4): 680-695. Srivastava, P., K.W. Migliaccio, and J. Šimunek. 2007. Landscape models for simulating water quality at point, field, and watershed scales. Invited Manuscript for Centennial Issue of Transactions of the ASABE 50(5): 1683-1693. Migliaccio, K.W. and P. Srivastava. 2007. Hydrologic components of watershed-scale models. Invited Manuscript for Centennial Issue of Transactions of the ASABE 50(5): 1695-1703. Butler*, G.A. and P. Srivastava. 2007. An Alabama BMP database for evaluating water quality impacts of alternative management practices. Applied Engineering in Agriculture 23(6): 727-736. Srivastava, P., J.N. McNair, and T.E. Johnson. 2006. Comparison of mechanistic and neural network approaches for stream flow modeling in an agricultural watershed. Journal of the American Water Resources Association (JAWRA) 42(2):545-563. Yagow, G., B. Wilson, P. Srivastava, and C. Obropta. 2006. Use of biological indicators for TMDL development and implementation. Transactions of the ASABE 49(4): 1023-1032. Kang*, M.S., P. Srivastava, J. Fulton, T. Tyson, F. Owsley, and K.H. Yoo. 2006. Optimal Poultry Litter Management through GIS-based Transportation Analysis System. Journal of the Korean Society of Agricultural Engineers (JKSAE) 48(7): 73-86. (In English) Khalequzzaman, M., P. Srivastava, and F.S. Faruque. 2004. The Indian river-linking project: a geologic, hydrologic, ecologic, and socio-economic perspective. In Proceedings of the International Conference on Regional Cooperation on Transboundary Rivers: Impact of the Indian River-linking Project. December 17-19, 2004, Dhaka, Bangladesh. (Peer-reviewed proceeding). Srivastava, P., J.M. Hamlett, and P.D. Robillard. 2003. Watershed Optimization of Agricultural Best Management Practices: Continuous Simulation vs. Design Storms. Journal of the American Water Resources Association, 39(5): 1043-1054. Srivastava, P., J.M. Hamlett, P.D. Robillard, and R.L. Day. 2002. Watershed optimization of best management practices using AnnAGNPS and a genetic algorithm. Water Resources Research, 38(3): 1-14. Srivastava, P., R.L. Day, P.D. Robillard, and J.M. Hamlett. 2001. AnnGIS: Integration of GIS and a continuous simulation model for non-point source pollution assessment. Transactions in GIS 5(3): 221-234. Chaubey, I., P. Srivastava, L. Han, S.N. Addy and X. Yin. 2000. Using GIS, remote sensing and water quality modeling to estimate animal waste pollution potential. P.K. Bollich (ed.). In Proc. Agricultural Water Quality and Quantity: Issues for the 21st Century 136-143. (Peer-reviewed proceeding). Srivastava, P., T.A. Costello, D.R. Edwards, and J.A. Ferguson.  1998.  Validating a vegetative filter strip performance model.  Transactions of the ASAE. 41(1): 89-95.  Edwards, D.R., P.A. Moore, Jr., T.C. Daniel, P. Srivastava, and D.J. Nichols.  1997.  Vegetative filter strip removal of metals in runoff from poultry litter-amended fescue grass plots.  Transactions of the ASAE. 40(1): 121-127. Srivastava, P., T.A. Costello, and D.R. Edwards.  1996.  A direct, approximate solution to the modified Green-Ampt infiltration equation.  Transactions of the ASAE. 39(4): 1411-1413. Srivastava P., D.R. Edwards, T.C. Daniel, P.A. Moore Jr. and T.A. Costello.  1996.  Performance of vegetative filter strips with varying pollutant source and filter strip lengths.  Transactions of the ASAE. 39(6): 2231-2239. Edwards D.R., P.A. Moore, Jr., T.C. Daniel, and P. Srivastava.  1996.  Poultry litter treated effects on quality of runoff from fescue plots.  Transactions of the ASAE.  39(1): 105-110. 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新澳门澳利澳六肖18码,威利1 18路虎新揽胜模型 Skip to main content Main Menu Explore Careers Getting Started Career Exposure How to Gain Experience Industries & Career Paths Pursuing a Graduate Degree Diversity & Identity Support UMD Career Courses Career Resources by College Career Advising Find Jobs & Internships Resumes & Cover Letters Building Your Network Search Strategies Interviewing Internships Offers & Salary Negotiation Gap Year Opportunities Student Employment Events Event Calendar Fall Career Fairs & Recruiting Events Workshops Industry Panels Who We Help Students Employers Alumni Faculty & Staff Parents & Families Employers Handshake Find Jobs & Internships Resumes & Cover Letters Building Your Network Search Strategies Interviewing The Current Page is Internships Preparing For Your Internship Financing Your Internship Receiving Academic Credit Internship Seminar UNIV099 Offers & Salary Negotiation Gap Year Opportunities Student Employment Home Find Jobs & Internships Internships Internships What Is an Internship? An internship is a monitored work experience that has intentional learning outcomes and goals for students. Internships: Consist of educationally enriching projects with learning objectives, quality training and supervision, and regular feedback. Can be a semester, summer, or even year-long program. Have assignments and projects that are related to the student’s major or career interests.  A minimal amount of an intern’s assignments should include clerical work. There is not a standard internship hiring structure that every industry follows. It is important for you to research typical hiring timelines and processes based on the career field you are thinking about pursuing.  How to Find an Internship Did You Know…? There is not a standard internship hiring structure that every industry follows. It is important for you to research typical hiring timelines and processes based on the career field you are thinking about pursuing. Let the University Career Center Help You. Below are resources created by the University Career Center that can (1) help you get started with your internship search and (2) target your internship search based on the career field you want to explore. What to Know About Internships Search Strategies Learn More Preparing for Your Internship Learn More Financing Your Internship Learn More Receiving Academic Credit Learn More Internship Seminar UNIV099 Learn More About Our Team Meet With Us Blog Newsletter Signup Visit Handshake Terp Guide University Career Center & The President's Promise 3100 Hornbake Library, South Wing 301.314.7225 Visit our Twitter Visit our Facebook Visit our Instagram Visit our Youtube Handshake Terrapins Connect Accessibility Privacy Policy Back to Top 新澳门澳利澳六肖18码,威利1 18路虎新揽胜模型

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新利18登入,18新利登录不了 Skip to main content Skip to main content Apply Give Trigger Search Search this Site Go Menu Trigger Menu Close Search this Site Go Primary Header Navigation ARHU Home About Our Mission and Goals Degree Programs College Leadership Committees and Councils Diversity, Equity and Inclusion Facilities ARHU Newsletter & Podcast Academic and Research Departments Service Awards Assembly Academics Undergraduate Degree Programs Minors Undergraduate Research Internship Courses Study Abroad Living and Learning Programs Scholarships & Academic Honors Access2Alumni Graduate Degree Programs Museum Scholarship and Material Culture Certificate Financial Support Interdisciplinary Opportunities Career Development Graduate Research Fellowships, Grants & Awards Advising Academic Plans Academic Probation & Dismissal Declaring a Major Exceptions to Policy Global Engagement Graduation & Commencement Online Forms Orientation Career Initiative Strategic Career Preparation Curricular Innovations Regional & Alumni Partnerships World Language Placement Admissions Admitted Students Visit Us Research Research Services Internal Funding Opportunities Community Engagement Experience UMD’S Arts & Humanities Secondary Header Navigation Directory News Calendar Contact Current Students Prospective Students Faculty & Staff Alumni MSMCC Projects Breadcrumb Home ACADEMICS Students in our “Museum Research Seminar” often complete a final project exploring an interest they have in museum scholarship. Students sometimes curate an exhibition together, and others write about events that they attend. These pages document some of the projects completed by past students. 2020 – Online Exhibition “Claiming Their Space: Black Student Activism at the University of Maryland” This exhibit explores Black student activism at the University of Maryland, College Park, in the late 1960s, with a focus on the fall of 1968. October was a seminal month in the history of Black student activism at UMD. The Black Student Union (BSU) formed out of a two-year-old student organization called Congress of Racial Equality (CORE), unaffiliated with the national organization of the same name. The BSU realigned their goals from mere integration to equality and Black student solidarity, reflecting national trends in the Black Power movement. This exhibit centers on several incidents in October 1968: the rejection of appointments of radical Black students to the Committee of Meaningful Integration, the October 12 ice pelting incident at a home football game against the University of North Carolina and the rejection of four unnamed Black women students from a home economics nutrition study. Collectively, these incidents culminated in a rally on October 22 at the Home Economics building. Mixed responses by students and administrators to Black student-centered controversies demonstrated persistent discrimination on the UMD campus and lack of administrative advocacy for Black students. View the exhibition here. 2018 – Explorations Opening Session of a New, Campus-based Symposium from March 2018 This past March, MLIS students Tricia Glaser and Martha Schmidt attended the first colloquium held by the museum certificate program. The inaugural speaker was Dr. Diana Marsh, a postdoctoral fellow working at the National Anthropological Archives. She was there to present the results of an ethnography that she conducted at the National Museum of Natural History (NMNH) on their upcoming “Dinosaur and Deep Time” exhibition hall. She studied both the history of the hall itself and the team that has been planning and building the exhibition. Two of the questions she was considering were: What is the relationship between institutional culture(s) and the presentation of knowledge to the public through exhibits? What institutional histories, contexts or shifts have impacted exhibits communication? Tricia: I found Dr. Marsh’s presentation quite engaging, partially because of the behind-the-scenes look it provided of one of my favorite Smithsonians. Being new to museum studies and having never worked in one, I’m fascinated by the process of creating exhibits. Martha: I also thought this was interesting, and a rather unique presentation as it allowed us an inside glimpse of the Smithsonian and what it takes to put together a permanent exhibit on this scale. I’m in the archives/digital curation track of the MLIS, and also completing the museum certificate offered by UMD, so for me she touched on a number of concepts overlapping these areas of interest. She discussed the issues of involving the viewer, as opposed to “passive” participants. For the Smithsonian, this is probably less of an issue, but I think it was notable that they did so much outreach and acquired so much feedback on exhibition approaches. She also briefly talked about the implications of having a sponsor with a certain viewpoint (regarding climate change) and how they navigated that. Ultimately, I understood her to say that because of the broader scope of the exhibit, donor viewpoint-influence was less of an issue because the exhibit covered such a length of time. It displays climate change as more historical, factual/scientific rather than political. “Deep Time: 4.6 Billion Years of Global Change” is supposed to cover “the history of life, earth systems, lessons from deep time, & planet management” (Marsh, PowerPoint Presentation). A tall order, even for the Smithsonian. I was also struck by the number of departments and different team members involved from the start. But as Dr. Marsh reminded everyone, this is the Smithsonian with a $35 million donation from David Koch. Tricia: Yes, I’ll be curious to know how David Koch’s reputation will affect museum goers’ opinions of the new exhibit, once it opens. I was previously unaware of his multimillion dollar donation and the ensuing controversy. I remember Dr. Marsh saying that this is the first climate change exhibit the Smithsonian has ever had, and with a donor like Koch, it will be very hard for some visitors to not view the exhibition with a political lens. It doesn’t seem like the NMNH will be able to neutrally present the history and facts of climate change, when simply the existence of global warming is a fraught political issue in the U.S. Martha: Or it could open up the discussion to “just facts” both sides agree on (regardless of how/why) and perhaps diffuse at least parts of the issue in this setting. Dr. Marsh used an example of friction and complementarities I had not heard of previously but found particularly apt. She quoted “Friction: An Ethnography of Global Connection” – “Friction: the awkward, unequal, unstable, and creative qualities of interconnection across difference” (Tsing, 2005). This was then linked to Former Smithsonian Secretary Robert McCormick Adams’ definition of complementarities: “[…] between fields of specialization, between internally generated projects and the needs and perceptions of the wider society, and between the increase and the diffusion of knowledge” (Smithsonian Year, 1985).   I think this was a unique pairing of concepts to describe the tension of ideas that must occur during the creation of a massive project like this. I think it also emphasizes the importance of having a diverse team who are willing to engage with the ideas and facts available to create a whole new exhibit that will engage wider groups of participants. Teams should be slightly awkward, “unequal” and not perfectly in agreement in order to create something unique: a group of top-level managers with similar ideas and perspectives will not advance the concept beyond where it already is, however contrasting ideas and viewpoints will question everything and bring out something new. Dr. Marsh quoted one of her colleagues, and I think it summed up how the Smithsonian is able to deal with complex issues and make them applicable to everyone: “You’ve got the science side who is doing the research and coming up with this information. We’re the diffusion side that’s trying to get the knowledge out there and the creative way that you do that. And the artistic tension that comes in the middle of that is what we wind up with. That’s the product. And I think it’s always going to be like that and it should be like that. That’s the balance . . . And I wouldn’t change that for a minute” (Moeller 6.12.13, from Marsh PowerPoint Presentation). I can’t help comparing this approach to the smaller institutions we visited as part of the Intro to Museum Scholarship class with Mary Alexander, where, for example, a historical society has one person doing both the research and the exhibit. The artistic tension may not even exist in these cases, unless small teams or communities are involved in the process. I’m wondering what this does to the exhibit and how it affects viewers? Tricia: Yes, I could see how at a very small organization there may be no artistic tension in building exhibitions, particularly if the staff is homogenous. However, when our class went to visit the Laurel Historical Society to see their civic engagement exhibit, I remember the curator telling us that she still had pushback from the board about the concept and interpretation of it. Even if one person is solely in charge of designing exhibits, there will always be a stakeholder(s) to answer to, and opinions will differ. The next colloquium presentation will take place during the fall 2018 semester. Watch this space for additional postings and notices.  “The Building Will Sing for Us All”: The Influence of Design on Visitor Experience The National Museum of African American History and Culture (NMAAHC) is a work of extraordinary design. From the architecture of the building itself to the displays and the placement of the artifacts and labels, it is clear that each aspect of the museum’s design is carefully and intentionally crafted and presented with great thought and consideration. Below you will find short testimonies from four students who, as part of the Museum Scholarship and Material Culture certificate program’s Museum Seminar class were able to tour NMAAHC, and were able to experience first-hand how design impacted the visitor experience. These testimonies provide insight into how design is experienced differently by each visitor, as well as what that experience can tell us, as students of museum scholarship and museum professionals, about the intentional incorporation of design on the visitor experience. Before we begin, I would like to express our gratitude to Mary Elliot, the co-curator of the “Slavery and Freedom” exhibit from NMAAHC for taking the time to visit our class and share her knowledge and insight with us, as well as for allowing our class to visit the museum before it opened for the day and providing us with such a moving and thought provoking tour. It was a once in a lifetime experience, which would not have been possible without Mary Elliot as well as our professor, Dr. Elsa Barkley Brown. For that I say thank you to both Dr. Barkley Brown and Mary Elliot. Kyla Cools: Something that strikes me every time I visit the NMAAHC is the active consideration and intentionality given to the experience of continuity. This continuity is present in the curation, exhibition planning and interpretation, and considerations given to the visitor experience. Exhibits focus on the longevity and the multi-faceted nature of the black experience both in the United States, and globally. With collections that range from the historical significance of African kingdoms pre-colonization, to the current influence of contemporary celebrity personalities, the collections speak to a range of topics. Some of these topics include structural (and physical) violence, culture and heritage, and the breadth of diversity within the black community. This continuity gives depth and prevents the institution from being ‘stuck’ in history or over-simplifying the complexities that have shaped the contemporary black experience. From a visitor perspective, the museum has done a phenomenal job providing visitors with opportunities for mental and emotional stimulation, as well as spaces for reflection. The history galleries in particular can be emotionally ‘heavy’ and provoke a very visceral reaction – I myself experienced this. But spaces such as the reflection booths and the contemplation court give visitors space to decompress and process what they’ve just taken in. Providing these spaces is a conscious acknowledgement of the emotional weight visitors will carry in and out of these exhibit spaces, and allows visitors to have a safe space to reflect on what the experience means to them. There are a multitude of other examples that could be utilized from the NMAAHC to explore this idea of continuity within a museum context, but due to considerations of space I have only used the most prominent examples that come to the forefront of my mind. However, examined fully, the NMAAHC can provide an excellent case study in how to incorporate continuity into museum work and experiences at both macro and micro scales. Sara Downard: When one looks across the National Mall, NMAAHC is immediately eye-catching. The structure does not look anything like the institutions surrounding it, which all shine brightly and whitely in the sun. With its bronze colored metallic exterior, NMAAHC also reflects the light from the sun, but it has something none of the other solid stone buildings have, light shining out from within. The interlocking bronze lattices have a heaviness to them, but through the openings, light from within the structure is able to shine out over the surrounding porches and welcome each visitor as they enter the building. It is a marvelous work of design. The structure is not symmetrical, with its three tiers it appears more like a work of art than a practical structure. The shape, style, and design of the museum sets it apart in more than just appearance, it is also a work that is imbued with an intentional symbolism. Upon seeing the structure for the first time I was overcome with a sense of wonder and curiosity, if this was what the outside looked like I could not wait to see what was inside. I felt consciously engaged by the entire structure, from the concrete porches, which harken back to the welcoming porches common in the American South and the Caribbean throughout the African Diaspora, to the top of the tiers, which are inspired from West African art. This demonstrates to the visitor that this journey, which they are about to undertake transcends Washington D.C. and the United States. This journey begins in Africa, a place half a world away that is often overlooked, and yet is so integral to the story this museum is trying to tell. The African and African American influences on the design of this structure are a crucial part of telling that story to a public that might not be aware of it. David Adjaye said “architecture is the physical act of social change,” and this museum has incorporated that message inside and out. While what is inside the museum may be the more expected mode to engage and communicate with visitors, the structure’s architecture also accomplishes this rather wonderfully. Though you are not even inside the museum yet, the visitor experience and engagement has already begun. To see it is to be impacted by it, even if the meaning is not fully understood until you go inside. The design allows the museum structure itself to the beautiful and meaningful beginning to a visitor’s experience. Juli Folk: Our visit to the NMAAHC and the tour we experienced with Mary Elliot were an extraordinary privilege, as was being there during earlier hours. This allowed us to linger over some exhibits and made us privy to curatorial details that I may not have otherwise noticed. For example, in a tightly angled corner of the “Transatlantic Slave Trade” portion of the Slavery and Freedom 1400-1877 section sits a display case full of bright white sugar, upon which is set a few related artifacts (spoons, bowls, and cups, if I recall correctly, the kind of thing that would be found at a tea table setting at the time). The corner of this display points sharply from the left as you pass it, drawing the eye to the series of artifacts, timelines, images, and narratives on the right, which collectively document the transatlantic slave trade in heartbreaking detail. I doubt I would have so fully appreciated the intentional placement of the sugar display, pointing literally and silently to its real and vast human cost, without the insights Ms. Elliot shared. I have discussed my experience at NMAAHC with friends and family, who almost exclusively react with envy that I even got a ticket, let alone an “insider” tour. The resulting discussions have felt like real steps towards general acceptance that issues with race and racism are core to, and in some ways define, this country’s founding, a difficult truth that we must acknowledge before there can ever be real progress. For that reason, I look forward to when the museum is more readily available for everyone to visit (multiple times!) without the hassle of timed ticket releases and entry. The evident care with which the entire project was undertaken by the NMAAHC staff and its supporters lays a solid foundation for us as the audience to engage in more nuanced understandings, the kind that could help everyone appreciate both common histories and different perspectives. Allison Hedges: The overarching design of the NMAAHC as well as the design of the individual galleries is exceptionally well-crafted to guide the visitor on a distinct chronological journey. The chronology facilitates a clear understanding of the path of history—the sequence of events and societal motivations—that pushed the mass enslavement of a people into motion and perpetuated that motion, even into the present day. My responses reflect on our visit to the galleries that focus on African American history: Slavery and Freedom and the Era of Segregation. The elevator, for one, is a simple yet brilliant design concept. From the concourse level, the visitor steps into the elevator in 2018, and takes it down, floor by floor, into the past. This quickly and effectively orients you to a specific place in time. Next, the entranceway to Slavery and Freedom presents the pre-slavery historical context in both Africa and Europe. These opening exhibits provide a solid foundation for where and how each population was living before the transatlantic slave trade began, with an emphasis on the increasing demand for sugar. I appreciated that Africa was on one side of the hallway and Europe on the other, providing a complete picture of two coinciding cultures and concurrent events that came together at a pivotal juncture. The rising height of the ceiling is another simple, yet extremely effective design feature rich in symbolism. Starting at the entranceway to Slavery and Freedom, the ceiling is very low and the hallways are narrow, giving the visitor a somewhat claustrophobic feeling. As you move through the galleries, and forward in time, the ceilings rise just a little bit, until you reach Emancipation, when the ceiling opens up to a wide, high gallery with multiple lofts. But within those wider galleries there are smaller alcoves that are still somewhat narrow and cramped—a metaphor for the struggles that persisted for African Americans in the face of progress. In terms of the historical and social narrative of Slavery and Freedom and the Era of Segregation, two key points came sharply into focus as I moved through the galleries: 1) the evolution of “whiteness,” “blackness,” and the social implications of both; 2) the overwhelming truth that throughout our nation’s history the promise of the “American Dream” has never applied to African Americans in the same way that it has to European Americans—not even the idea of liberty and freedom as propagated by the American Revolution. Sara Downard, Kyla Cools, Juli Folk and Allison Hedges are an interdisciplinary group of graduate students at the University of Maryland College Park who took the MSMC Museum Research Seminar in Fall 2017. They are in the departments of anthropology, archives and information science, and theatre and performance studies, respectively. The quote used in the title was spoken by Lonnie G. Bunch III, a museum curator and educator as well as the current director of the National Museum of African American History and Culture, in reference to the design of NMAAHC. Reference: Begin with the Past: Building the National Museum of African American History and Culture by Mabel O. Wilson. Do you have a favorite winter hat? Here’s the scene:  second floor, Amsterisdam’s Rijksmuseum after enjoying time in front of Rembrandt’s The Night Watch, we are wandering in the “side galleries” of 1600-1800 materials that range from paintings to furniture to ships models.  Along the wall at eye level is a plain glass case with six small hats in it.  Why on earth would such plain hats merit inclusion in the museum? Each hat is different, a few with peaked tops and one with a small brim.  The colors are dark, some mustard-like or forest green. Here’s what the label says: Woolen Caps Worn by Dutch Whalers In 1980 archaeologists investigated the graves of 185 Dutchmen—whale hunters, and workers at whale refineries—who had died on or near Spitsbergen in the 17th century.  Many skeletons were still wearing their knitted woolen head coverings.  These caps were highly personal.  The men were bundled up against the severe cold and could be recognized by the colours and patterns of their caps.  Presumably this is the reason why the caps went with them to their graves. So, what’s the story?   The hats look pretty much like hats you would see on a cold day, what’s so special about them?    Spitsbergen, an Arctic island off Norway, is a long way from Holland.  So, the hats reveal Holland’s commercial reach.  How is it that the hats were brought back to Holland and considered important enough to be included in the Rijksmuseum’s collection?  What more is known of the hats, their makers and the men who died wearing them?  Why did archaeologists dig on Spitsbergen, what were they looking for, surely not hats? The hats appear to be ordinary and the label tells you they are made of wool.  They are identified as being from the 17th century.  They raise these questions for me:  Who made them?  Are their designs significant?  Were their wearers important people?  How is it that they have remained in such good condition all these years?  Why are they here in a national museum? Exhibition specialist Kathy McLean describes effective exhibitions as “conversations” and these hats start one for me.  The best exhibits make you curious, so I go on line to see what the collections section of the museum reveals.  Zilch, what next?  Write the Rijksmuseum staff to see what they can tell me.  When did you last write a museum?  Did you get a reply?  So, I use my association with museum scholarship at the University of Maryland hoping someone might pay attention.  A week later there’s a reply from Lotte Jaeger in the collections department.  There are articles on the hats, but guess what, they are in Dutch.  But, I live in Washington; surely I can find someone to translate for me (or is this getting too complicated?). I’m thinking again and again about exhibitions and their messages and how I “make meaning” of these ordinary hats.  The hats are simply what we would call “watch caps,” the display is only the hats and a label.  They happen to be from Spitsbergen, which is an island off Norway and holds significance for me as I have friends who have been there (and it’s the home of an international effort to store seeds from all the world’s plants).  So what?  The hats are so “human” in a museum where there are world-class paintings and objects; is that why I “stop” at this case and start a conversation? Next steps; I sent pictures of the hats to a few friends who are interested in museums (one is a knitter) and ask them what they think of these hats?  Their replies include:  “like my own hat,” “contemporary designs,” “like the pussy hats worn at the anti-Trump march,” and “accessible to everyone.”  This winter as I ride the metro I notice the knit hats and wonder at their significance to the wearer. From the articles sent from the Rjiksmuseum collections staff I learn a lot about Dutch whaling stations on Spitsbergen. The station sites were established along the Island’s northwest coast at safe anchorages, places that mimic the Dutch coastline.  One of the stations was known as Smeerenburg (which translates to “Blubbertown).  There were 7 stations with “furnaces” for processing the whale oil; they were in use from 1610 to 1660, after which over-fishing had reduced access this source of oil. The 20th century archaeology fills out a bit more the picture of whaling and whalers. The cemetery at Zeeuwe Uitkijk (maybe the site of these hats) comprised 50 graves with 31 knitted caps.  Most bodies were buried in linen shrouds that have disintegrated leaving only fragments.  The men ranged in age from 14 to 69 and the bodies revealed evidence of scurvy disease.  The hats, sometimes consisting of two layers of fabric, were hand-knitted, not machine made.  As the label suggests they were buried with the whalers rather than being “recycled” by others as perhaps being too personal to be worn; or as mementos of identity and worthy of respect. I’m curious what others might want to know about these hats and their importance to Dutch culture as represented in the Rjiksmuseum exhibitions.  I’ve shared my conversation with you, where would yours begin? Footnote:  Smeerenburg Seminar  Report from Symposium presenting results from research into 17th century whaling in Spitsbergen, “A Man is what he wears; 17th and 18th century workman’s clothing from Spitsbergen,” S. Y. Vons-Comis (1987) Mary Alexander is the co-director of the University of Maryland College Park Museum Scholarship and Material Culture Certificate Program.   Unpacking the Ariana Curtis Lecture: Understanding Afro-Latinx Museum-cology In October, Dr. Ariana Curtis, the curator for Latino history at the Smithsonian National Museum of African American History and Culture, spoke as a guest lecturer at an event on Afro-Latinx Museum-cology co-sponsored by the Museum Scholarship and Material Culture Certificate Program. Situated in the basement of Tawes Hall on the University of Maryland campus, Curtis spoke to the small crowd of students and faculty about her lived experiences as an Afro-Latinx woman, others’ perceptions of the concept and the place of Afro-Latinx objects, narratives and peoples within museums. She provided specific examples from exhibits she was involved with from her time as a curator at the Anacostia Community Museum and the Smithsonian National Museum of African American History and Culture. Prior to this lecture, I was unfamiliar with the term ‘Afro-Latinx.’ I had previously seen the term ‘Latinx’ used to refer to those who identify as Latino or Latina in a gender neutral form. However, that was not the topic of discussion for the night. Rather, the topic of discussion was on a different use of the word Latinx, one that described individuals of mixed Latinx and African ancestry and heritage. Curtis’s lecture highlighted how these individuals, of whom she counts herself amongst, are often overlooked and unrecognized both in museum spaces and historical accounts as well as within their own communities. According to Curtis, despite the large amount of cultural and genetic mixing that took place in the U.S., Latin America and the Caribbean due to the historic abduction and mass forced migration of African peoples through the trans-Atlantic slave trade, many people in the United States are ignorant of the existence of Afro-Latinx people and the different world views they possess by being situated in aspects of both African and Latin American and Caribbean cultures. As Curtis explained, this intersectionality is largely unknown, even to members of African American and Latinx communities, and that many people tend to categorize individuals solely as African/African American, Latin American or Caribbean rather than mixtures of the two. This lack of recognition not only affects how Afro-Latinx individuals see and identify themselves, but also how other people accept and view their identities. This is partially why Afro-Latinx people are still subject to discrimination and othering, like many African American and Latinx individuals. Curtis has even experienced this at her current place of work, the Smithsonian National Museum of African American History and Culture, a place she described as a predominantly African American work space. Still, she described an interaction she had with a colleague; where in mentioning plans for an upcoming event the colleague referred to Curtis and her staff in the Latino history department as “you people.” This type of othering, while appearing unintentional, highlights many people’s inability to perceive the overlapping and dynamic aspects of those within their community, who they themselves may possibly view as outsiders. Encountering these recognition obstacles can lead to issues of identity and acceptance, which is something Curtis addresses through her museum work. Through her curatorial works, Curtis combats this narrow world view through her exhibitions and educational programs. With the exhibit “Black Mosaic.,” Curtis was able to show the variety to African American experiences and send a message to her audience about how there are multiple views of “blackness” within African American communities and that they are all equally valid, as no one person or group has the right to own or define “blackness” for everyone. She accomplished this through a very visual presentation of different skin colors, clothing styles, and languages, which highlighted the different viewpoints being presented in the exhibit. By emphasizing the intersectionality and the multivocality of the people she presents, Curtis is able to influence future conversations about them both inside and outside of the museum, as well as increase recognition for Afro-Latinx people within the United States, Latin America and the Caribbean. Throughout the lecture it became apparent just how difficult this process of inclusion and recognition within a museum setting is. Developing these exhibits is very challenging and is grounded in knowing who your intended audience is, according to Curtis. This is because that knowledge impacts how she structures the exhibit and how it depicts the Afro-Latinx narrative. Based on her own curatorial experiences, Curtis recommends presenting a balanced exhibit grounded in common understandings and relatability. Not every visitor who comes to see the exhibit will be Afro-Latinx, but it is still important that others see some part of themselves or connection to their lives in the exhibit. This can be done by focusing on shared experiences and the coming together of communities—a notion that harkens back to one of the famed “Principles of Interpretation” put forth by National Park Service Chief Interpreter Freeman Tilden. Curtis believes exhibits like these will encourage critical thinking and expand understanding, which is what is needed to get people talking about life experiences from an intersectional perspective. This greater understanding will influence future generations and affect the conversations they will have regarding the intersectional nature of race and culture. I found this lecture to be incredibly thought provoking and beneficial as both a student within the MSMC certificate program and also as a white person coming from a place of privilege as a student within the museum world. Prior to this lecture, I was ignorant of the existence of Afro-Latinx cultures and thus was unaware of the issues of identity and acceptance that affect these individuals and how they are portrayed (if they are portrayed) in museum spaces. The “Museum Seminar” class, one of the three core classes of the MSMC certificate, places emphasis on acknowledging intersectionality and incorporating an intersectional perspective in exhibit curation and design. I had already found this lesson to be important as museum spaces often cater to specific audiences or else their established audience, which tends to not include an intersectional focus. However, after this lecture I can see why it is so vital. Museums have the power to affect how some people are viewed in society and it can take a communal identity, like Afro-Latinx, which has been ignored or overlooked in mainstream America and in other museums and really shine a light on it. This work is important, and it will need the support of museum practitioners and students alike if it is to continue successfully. Sara Downard is a second year M.A. student in the Department of Anthropology at the University of Maryland, College Park, and a student in the Museum Scholarship and Material Culture Certificate program. Email inquiries can be directed to [email protected]. An Anthropologist in the Art Museum: Reflections on the Curation Process for The Last Ten Years: In Focus As a second year master’s student at the University of Maryland, College Park, I’m working on a lot of projects: my forthcoming degree will be in anthropology, with a concentration in environmental anthropology, but I’m also enrolled in UMD’s Museum Scholarship and Material Culture Certificate Program. On top of that, I work full time as a graduate assistant at the David C. Driskell Center for the Study of the Visual Arts and Culture of African Americans and the African Diaspora at the University of Maryland, College Park–UMD’s art gallery and research center devoted to African American Art and Art History. This path has given me an incredible opportunity to unify my long standing interests in anthropology, museums and the environment. I’ll be discussing two of those interests today in this reflection on my first foray into art exhibition curation. In the spring of 2017, I was offered the opportunity to assist in the curation of the Driskell Center’s Fall 2017 exhibition, “The Last Ten Years: In Focus; Selections from the David C. Driskell Center Collections.” The exhibition was drawn both from the Driskell Center’s permanent art collection and its archives, and it had the specific goal of highlighting new acquisitions made in the last 10 years. As an anthropologist, I jumped at the chance to work with the objects in the Driskell Center’s wide and interesting collection. The process of curating the show afforded me the opportunity to meld my museum scholarship with museum practice; it also taught me a lot about the idiosyncrasies of curation. One early influence on my own curation strategy was the coursework I was doing in the spring of 2017. I was enrolled in the “Introduction to Museum Scholarship” class, taught by Mary Alexander, and in this class we had the opportunity to visit multiple institutions, one of which was The Phillips Collection in Washington, D.C. While at The Phillips Collection, we encountered the notion of grouping objects by what was “in conversation” with each other—this idea, and many of the discussions and readings I encountered in the “Intro to Museum Scholarship” course (which is the first in the sequence leading to the graduate certificate in Museum Scholarship and Material Culture) had a deep effect on the way I thought about the “The Last Ten Years: In Focus.” I co-curated “The Last Ten Years: In Focus” with professor Curlee R. Holton, the Driskell Center’s executive director. We began this process in late spring by pulling a list of objects accessioned in the last 10 years. I was responsible for selecting a quantity of objects that would make up the show. To do this, I operated from a standpoint of selecting objects or images that were interesting to me both as an amateur art curator and an anthropologist. I also tried to honor the scope of the art collection by selecting a diversity of media, attempting to achieve gender parity in the artists in the show, and spanning a wide range of art history. During this process, I looked at images of everything from Negro Leagues baseball ephemera to antique dolls to African objects and plenty more. After I made my first pass through the collections, I consulted with the center’s deputy director, Dorit Yaron, who was very helpful in mentioning works that bore further consideration, hidden gems or bringing in local artists whom I had missed on the first round of selection. I mentioned above that I curated the first round of items from images: this is because almost none of the art was on site. From the summer of 2016 to the summer of 2017, the Cole Fieldhouse (attached to our building) was under construction, and the art collection has been moved offsite to prevent damage from the various environmental stresses that construction can cause. Because of this, I had, therefore, seen only a handful of the objects I was selecting for the show in person. But this process evolved when the Driskell Center was given the all-clear on major construction and the collection was brought back to the center over the summer of 2017. I had a hand in helping to unpack the collection, and this was one of the ways we discovered other pieces in the collection that hadn’t been selected in the first round of curation. Showing up to work over the summer felt like Christmas everyday—unpacking a work in the permanent collection from storage, moving it to its home in the vault, and then getting another. Getting to know the collection on such an intimate and visceral level helped us all to make “The Last Ten Years” a much stronger show by showing us the power of certain works’ physical presence. When you’ve only seen a picture of a piece of art, it’s hard to understand the scale or presence of the piece. After the collection was back on site, curation became administration—pulling together all the proper records for the pieces, creating a checklist and labels and proofreading, re-proofreading, adding and subtracting a few pieces at the last minute, etc. Professor Holton and I also made a few curatorial decisions about display practices for the show. Traditionally, the Driskell Center only provides interpretation in the form of a wall text at the beginning of the show, but for “The Last Ten Years,” we wanted to open up dialogue about the collection and for the visitors. To this end, we created 10 “conversation labels,” which contained the standard information for the pieces in the show (artist, title, year, medium, credit line, etc.) and an additional two-paragraph “dialogue” between Professor Holton and me. The purpose of these labels was to shine a light on why we chose some of the works we did, as well as different modes of interpretation between an artist/art historian (Professor Holton) and an anthropologist (myself). The labels also contained questions—as an anthropologist, I’m interested in the ways we construct categories and genres, etc., so I asked things like “What is a portrait? What makes a portrait good or effective? Does it need to be totally true to life, or can it depart from reality in certain ways?” Additionally, I created an audience response wall visible upon exiting the gallery which contained prompts such as “I SAW,” “I FELT,” and “I HAVE A QUESTION” so that visitors could talk back to the show. We’ve already received some wonderful feedback. The audience response board created for “The Last Ten Years: In Focus.” Audience members wrote thoughts and feelings on cards and pinned them to the areas around the prompts. Once the process of selecting the works in the show was complete, the process of installation began. I mentioned above that the process of curating this show included some departures from traditional Driskell Center choices, and the installation for “The Last Ten Years: In Focus” was no different. From the start, I wanted this show to be jam-packed full of work, because the Driskell Center’s collection is so full of wonderful pieces. My own personal aesthetic tends towards more dramatic modes of display, and to this end, we experimented in “The Last Ten Years” with intimate settings and salon-style hangings. The process of installing the show was its own journey—and perhaps it will be the subject of a future blog post. “The Last Ten Years: In Focus” was on view until November 18, 2017. To learn more about “The Last Ten Years: In Focus,” including gallery hours, please visit the Driskell Center’s website. Kevin McDonald is a second year M.A.A. student in the Department of Anthropology at the University of Maryland. His research interests include environmental anthropology and museum scholarship. He can be reached on Twitter at @oykevalt and Instagram @cinaedus. Email inquiries can be directed to [email protected]. 1102 Francis Scott Key Hall 4282 Chapel Lane College Park, MD 20742 301.405.2088 Primary Footer Navigation ARHU Home About Academics Admissions Research Community Engagement Secondary Footer Navigation Apply Give Directory News Calendar Contact Us Maps Diversity and Inclusion Follow Us Facebook Twitter Instagram Youtube Vimeo Flickr © 2024 University of Maryland Log In Privacy Policy Web Accessibility Feedback 新利18登入,18新利登录不了

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