Academic museums as spaces of interdisciplinary object-based learning in higher education

In this thesis, the development and management of object-based learning in university museums is examined, where object-based learning is defined as both interdisciplinary and collaborative and involves the museum, students, and teaching faculty. A literature review is first conducted, followed by case studies of three different types of academic museums that facilitate object-based learning in higher education. A discussion, followed by a set of conclusions and recommendations, is then presented. It is concluded that to facilitate interdisciplinary, collaborative, object-based learning through the use of museum collections, academic museums must hire dedicated staff, find ways for students to work in university museums, dedicate space in the museum for students, and expose museum personnel to object-based learning by observing the practice in other types of museums. The thesis closes by stressing how object-based learning is an important way for university museums in North America to remain relevant to their communities.