Author: shelter

The on-site work at MOBOT this semester has deeply enlightened me
as to the challenges and importance of amplifying African American history
within a larger public setting. In doing so, I have gained an appreciation for our
role in the current movement to provide a voice to those who have historically
been silenced. The focus our exhibit has taken in telling the stories of the
enslaved individuals connected to Henry Shaw’s estate brings into great
relief how that act of storytelling effectively bridges visitors to the
experiences of the past. We do this by diving deep into personal accounts,
analyzing precisely what those people contributed and endured in the
creation of a meaningful narrative beyond enslaved people being just
workers. Instead, we want to portray them as protagonists who crossed,
withstood, and resisted some oppressive structures.

One of the key things I have learned so far is how to set a personal
story in a historical context. Also, our recent focus groups on October 10 and
October 17 was particularly helpful in determining the direction of the
exhibit. In the October 10 session, we discussed challenges logistical
and content-related-that ranged from needing collaboration across MOBOT
departments to having to make decisions about what we may have to
change if resources are limited. This focus group also underlined the
deepness of collaboration that would have to be done to really honor the
voices of those who were enslaved. In this discussion about what to focus on in the exhibit and where we could compromise, I learned that finding a
balance between our ideals and realistic constraints is important.

Our work here at MOBOT is anything but limited to the simple
presentation of historical facts; rather, it nurtures meaningful and respectful
understanding of legacies shaping society in many important respects.
Indeed, I am looking forward to bringing this knowledge and experience into
my class discussions as I continue refining how I approach the collection. By
integrating QR codes, booklet development, and signage in the Tower Grove
House, there is no doubt that the work will be long-lasting and impactful,
honoring the lives and resilience of those who were enslaved by Henry
Shaw’s estate with due praise.

This on-site work at MOBOT, along with some wider reading on the
representation of African American history, really helped me to understand
where our work fits in terms of the current push and pull to provide a voice to
those who have been silenced. Our goal of bringing in the stories of enslaved
people through an exhibit shows how storytelling connects visitors to
historical experiences.

One thing I have learned from the project so far is about putting
personal accounts into historical contexts. One does not talk of enslaved
people just as workers, but also as main characters who existed under
repressive regimes that they endured and resisted. This perspective informs
our views on their roles and rights, and therefore, we make it more
interesting in the exhibit.

As I think about deepening our project, I am conscious of the fact that
readings dealing with the complexities of slavery and its legacies are quite
indispensable in our work. These will deal with the economic, social, and
cultural relevance of slavery and thus provide a framework within which our
exhibit shall be set in a greater historical context a fact quite helpful in
creating past and present connections to help enrich the tales we tell.

I am equally interested in the methodologies that have been employed
by other projects, focusing on personal stories and community bonding. How
to incorporate oral histories and first-person narratives effectively is
what could inspire our approach and further engage visitors with an exhibit.

Synthesizing my on-site experience with broader research has
unraveled challenges and opportunities in our project. It provides a wider
meaning of the role of collaboration and contextualization in presenting
historical narratives. I look forward to discussing these insights further in
class and exploring how we can apply these lessons to enhance our exhibit
at MOBOT.

We have begun some very important data collection processes for the
development of exhibits honoring the voices and stories of enslaved individuals
through our recent site visits to MOBOT, on both October 10th and October
17th. We want to build a narrative that includes the African American
experience via QR codes, a booklet, and physical signage in the Tower Grove
House.

On October 10, we held a focus group to discuss a variety of problems
that could be encountered in attempting to mount the exhibition while,
simultaneously, encouraging the free flow of new ideas. In this interactive
discussion, we were able to identify several areas of concern, such as
logistical challenges to expanding the exhibit, the necessity of contacting
multiple departments, including horticulture and the archives, and the
establishment of hard deadlines for our work. We discussed which aspects of
the exhibition we would be willing to sacrifice should we face limitations.

Accordingly, on October 17th, we took time out to get historical
information and conduct an informal interview with a local historian. The
approach was agreed upon based on acquiring personal stories and tidbits of
information that is not widely known, as a way to further develop our
exhibit. A lot was discussed in this informal session, and several quite potent
insights into the resiliency and contributions of enslaved people were
documented, which allowed us to connect these stories to the larger context
of Missouri’s history.

This focus group and subsequent data collection brought us very useful
information: MOBOT has ties with WashU, which grants access to enriched
historic materials relative to slavery. The archival materials and research
papers on WashU, such as the ten-page compilation about the Underground
Railroad, are an asset we can tap into for primary and secondary sources.
They will enable us to delve deeper into an understanding of the lives of the
enslaved who served Shaw, and what better way to emphasize their
important role in Missouri history?

Rather than serving as a monument to the individual fact, we would
like to take this exhibit as an opportunity to bring these stories together as
part of a larger narrative. We are interpreting not only how enslaved people
were presented as workers but also how they navigated oppressive systems,
contributed to the economy, and created legacies still relevant today. This
kind of analytics enables us to create a rich and many-textured exhibit that
informs and invites reflection and dialogue among our visitors.

That focus group is quite important when looking back because it
framed the path, we would take in data collection. It allowed for a free flow
of information that rehashed our goals and what could go wrong, further emphasizing collaboration and resource management. This understanding of
the level of storytelling that needs to be involved in truly respecting the lives
of those enslaved was embedded through the historical data collection that
followed.

But then again, I found some counterintuitive hurdles. In as much as
the many connections we had to WashU came with a great deal of
information, we also found some lack in certain personal narratives that are
needed to complete some stories. Where I underestimated the time, I
needed to cover the archive and do maybe more interviews if necessary.

In all honesty, moving forward, I feel that we ought to have done more
in focusing our data collection on specific themes or questions we wanted to
know beforehand. This may also involve the community members or
descendants of the enslaved, which no doubt would add immense knowledge
and scope to this exhibit. The pilot data collection has been good for the
basis of this exhibit, but the gaps that have come out in this presentation
need to be filled with due respect to the lives and experiences of those who
were enslaved. The idea behind this work is not only the presentation of
history but the nurturing of a deeper understanding and respect for legacies
that have made our society what it is today.

Reflection #2: Self-Assessment (September 26)
You’ve just completed two site visits. Hopefully, you are starting to understand your partners better, building trust, engaging in the work, and learning from your mistakes. Consider your self-presentation during your visits. Have you been confident, nervous, open to ideas, quick to judge? How have your behaviors influenced the interactions you had? What do you think you are doing
well? What could you do better? Give examples and tell stories.
During our recent visit to the Missouri Botanical Gardens (MOBOT), we presented our idea of creating an exhibit in Henry Shaw’s house. The exhibit would incorporate QR codes and a booklet to tell the stories of enslaved individuals connected to Shaw’s estate. Reflecting on my self-presentation during the visit, I’ve noticed both strengths and areas where we can improve. One major piece of feedback we received was the suggestion to change the location of the
exhibit. Initially, we had planned for the exhibit to be located in the basement of Henry Shaw’s house, but the idea was put forward to expand it throughout the entire house. As a group, we were very open to this suggestion and the broader interpretations of our plan. I felt proud of how receptive we were to feedback, demonstrating our commitment to refining and improving the project.
Our site visit to MOBOT was a valuable experience that highlighted both the strengths of our team and areas for growth. Moving forward, I plan to build on this experience by increasing my confidence when presenting ideas and by asking more insightful questions to ensure we align with MOBOT’s vision. Overall, I feel positive about our progress and look forward to refining our project further.

Prior to our visit to the garden, my group set a clear goal: to create an exhibit that would be highly accessible to African Americans while promoting knowledge of the African diaspora. We aimed to highlight the contributions of formerly enslaved individuals and explore how African American knowledge has influenced herbaria. To achieve this, we developed a preliminary plan, considering the possibility of designing an exhibit or educational program that would engage visitors with this important history.

Upon visiting the garden, our partners displayed a great deal of enthusiasm and commitment, actively engaging with us to help shape a comprehensive implementation plan. As we progressed through the presentation, it became clear to me that an ideal approach might involve incorporating a guided tour or video. Once we divided into groups and engaged in discussions around the tables, we had the opportunity to explore various ideas, reflecting on what we appreciated and what we believed needed improvement.

One of the most appealing concepts, from my perspective, was the creation of an website that would offer individuals a personalized walking tour of the garden. However, I recognized several potential challenges. Accessibility may prove difficult for individuals with certain disabilities, and older generations might struggle to adapt to the idea of using smartphones or relying on internet service to engage with an exhibit. Furthermore, upon reviewing the app and website provided by the garden, I found the interface outdated and cumbersome, signaling a need for significant improvements.

Despite these challenges, I still believe the app presents a promising option. Enhancing its interface to be more intuitive and accessible, as well as providing alternative formats such as a paper-based option for visitors, could address many of these concerns. These changes would help ensure that the exhibit is inclusive and engaging for a broader audience, ultimately supporting our goal of spreading knowledge about the African American experience and its profound impact on the world of herbaria.

Introduction

In this section of the portfolio, speak in broad strokes about the skills and content you’ve learned during the first half of the semester. What did you most enjoy? What did you struggle with? What goals do you think you’ve most excelled at meeting and what do you want to continue developing during the second half of the semester?

Goal 1 (20%)

Based on: (9) Problem Solving Skills

During the semester, I collected research for my research report to solve the problem of trying to increase African American attendance at MOBOT. I also discussed how we can help maintain biodiversity in different biomes/environments in reflections and jigsaw discussions.

Goal 2 (15%)

Based on: (5) Information Literacy

In the annotated biblography I was able to analyzed an article and relate it to our overall research question. In the research report I used the data and was able to write an analysis on multiple forms of research to create a proposed expirement.

Goal 3 (15%)

Based on: (4) Global Literacy

In both of these relections I take the information and relate it to real life global issues.

Goal 4 (40%)

Based on: (8) Oral Communication

Throughout the semesters I have particpated in class discussions about jigsaws (one of the jigsaws is pictured), Braiding Sweet Grass, and communicated with my partner for the research project. At the end all of it came together when I had the oppertunity to present to the class all of our findings and research.

Goal 5 (10%)

Based on: (10) Quantitative Literacy 

Hunter and I analyzed the data we collected from various articles/resources to create an expirement. We were able to create a graph that showcases an increase in attendance.

Student Name: Shelby Terrell

Grade Contracted For  ___X_ A ____ B ____ C  

What concepts are you going to learn, or skills are you going to develop?	How will you learn the content/ develop the skill?	What evidence will you add to the portfolio to demonstrate your learning?	How will you and I assess the evidence of your learning/skills?
(15%) Based on (4) Global Learning	Engage in both readings and class discussions to learn about multiple worldviews, cultures, and experiences  Prepare for class discussions on global issues	Engage in both readings and class discussions to learn about multiple worldviews, cultures, and experiences  Prepare for class discussions on global issues	Attend and actively participate in at least 80% of class sessions    Complete weekly reflections and answer questions fully  Prepared for 80% of class sessions Perform “Excellent” work according to the research report rubric (rubric #2, #6)
(15%) Based on (5) Information Literacy	Collaborate with research group to develop a research question/ hypothesis  Analyze various sources of evidence for the research report    Work with SIUE resources to format references	Research report – research question (rubric #3) Research report – literature review and analysis (rubric #4) Research report – Reference page (rubric #7) Annotated Bibliography	Perform “Excellent” work according to the research report rubric (rubric #3, #4, and #7) Perform “Satisfactory” on the pre-assignments for the research report (e.g., annotated bibliography)
(20%) Based on (9) Problem-Solving Skills	Class lectures on course content to learn how to solve problems	Choose 2-3 reflections that reflect my discussions on global issues  Research report – introduction to the topic (rubric #2) will highlight significance Research report – summary and reflections will reflect on issues (rubric # 6)	Achieve an average of 75% or higher on unit exams
(40%) Based on (8) Oral Communication	Participate in class discussions Communicate effectively in my final presentation and research report	Research Report – Proposed experiment (#5) final presentation	Perform “Excellent” work according to the research report rubric (rubric #5)   perform well on presentation
(10%)  Based on (10) Quantitative Literacy	Class lectures and work to learn how to analyze data   Analyze various sources of data for the research report	Research Report – Proposed experiment (#5)	Perform “Excellent” work according to the research report rubric (rubric #5)