Cornelia Weber

UMAC worldwide database

A web-based database has been developed in support of UMACs mission. The database aims at providing a global directory of university museums and collections to be used by UMAC, researchers, students and the general public worldwide. The advantage of the system is that museum professionals from all over the world are able to enter data and keep it up to date. At present, the database can be browsed by geographical index, type or subject. An additional Search allows a fall-text search. Further development of the database is planned. Introduction A web-based database in English has been developed for UM AC. The UMAC Worldwide Database aims at providing a global directory of university museums and collections for UMAC, researchers, students and the general public worldwide. The advantage of the system is that museum professionals throughout the world will be able to enter data and keep it up to date. The database incorporates two major existing databases of university museums and collections: UMAC/Macquarie Database, developed by Peter Stanbury, and the database of German universities and collections, developed by Cornelia Weber.

From anatomy to zoology: Results on the history of university collections based on trans-disciplinary research

The majority of research projects on the history of university collections are focused on a single collection or on collections of one discipline. Trans-disciplinary studies, however, despite opening up a different and more rewarding view on university collections, remain very rare. This article, drawing on results from trans-disciplinary research on university collections in Germany, gives new insights into the history of the origin(s) of collections and academic knowledge formation, as well as into the relevance of collections for the development of different disciplines.

Web communication. A content analysis of German university collections and museums websites

The internet opens up new horizons for (science) communication: through classical websites, weblogs, wikis, podcasts, or videos. Specific research on the potential these communication media offer for university museums and collections is still missing. Therefore, the paper presents and surveys the current use of internet communication in order to provide fundamental material for critical discussion. The study is based on collections registered in the online database “University Museums and Collections in Germany”.

University collections as a tool for teaching multimedia literacy

The rapidly growing use of digital media demands adequate multimedia and information technology skills. Students without sufficient media literacy are in need of further training. University collections provide a setting particularly suited to teach these much needed skills. There, students can take advantage of the many opportunities to gain skills in various techniques (digital photography, web sites and databases, for example). Such projects are real-life situations of long-lasting value. University collections profit from the fresh ideas and appealing web sites created by the students. Finally, students develop a genuine understanding and interest in the collections. University Collections University collections always have been assembled for a particular purpose. Traditionally, the founding of a collection was initiated after the founding of a new academic discipline or department: collections may be, for example, tools and equipment at the lecturers disposal, study collections for research, teaching collections for the education of the students, and experimental instruments developed for research. As long as a collection fulfils its original intended goal, it usually will be recognized and supported by the university as an aid for teaching and research. As soon as the original goal of a collection ceases to be applicable, however, the collection is relegated to the domain of the meaningless, and in the worst case scenario, it is dispersed. Consequently, purpose is fundamental and intrinsic to a university collection—only its purpose legitimizes its existence. (There are some apparent exceptions, such as collections connected with a famous scientist, commemorative collections or foundation objects, but these usually have a function which is related to the history of the university.) Recently, the issue of a collections purpose has become a problem for many colleagues. As soon as a collection loses its original purpose, it becomes difficult to convince administrators to maintain the collection and to continue supporting it financially. Often, the only sustainable choice that remains is to develop a new role for the collection. Many collections or objects can, for instance, be used as evidence for the history of science and to document the development of a particular subject. Sometimes the collections can become windows into science, aimed at the public understanding of the relationship between science and the humanities. As universities compete with one another, collections and museums can highlight the differences between them. Collections thus can create a distinct profile for a university. In many cases, however, what usually happens during the search for a new function is an orientation towards free-standing collections and museums outside of the academic sphere. The result is the forced abandonment of the distinct character of the university collection in favour of the traditional museum concept. The Application of New Media At the Humboldt University in Berlin, we are attempting to adopt a strategy that is specific to our university. We are testing new possibilities to integrate collections sensibly into university life. We are offering interdisciplinary courses in the context of general courses of studies. One of the many possibilities is the use of the collections as a tool for teaching media literacy. Our everyday life—both private and professional— is being increasingly defined by digital technology. Today, computers are used throughout universities. We now use digital cameras instead of film cameras for photographing objects from our collections. This has the advantage of no chemical development or storage of the finished print. Instead, pictures are saved on hard disks and within seconds made available to other persons and departments. Often, photos are categorized comprehensively with the help of media management systems. Databases, in many instances, replace painful and time-consuming index card work—from simple administration to the cumbersome documentation of collections. The application of new media in research and teaching requires scientists and students to possess skills and competencies which usually, at least in Germany, are neither formally developed nor adequately taught in the university. Multimedia projects, which are often developed for teaching purposes and supported by government funding, cannot be realized as planned due to the absence of important prerequisites, namely, basic knowledge of the new media. Indeed, teaching these abilities rarely is included in the curricula of a university, despite the fact that a certain level of competency in media technology is absolutely necessary to bring digital media into the areas of teaching and research. In the university, not all departments are ready to adapt to students requests to learn how to utilize new media. Individual disciplines therefore are thankful 74 WEBER 2003 UMAC Proceedings when this task is organized and realized by another unit of the university. Here then is a unique opportunity for university collections to assume additional and extremely important functions. In this way, their position will be enhanced and thus consolidated. At the same time, the students interest for the collections can be awakened. Teaching Multimedia Literacy Currently, at the interdisciplinary Hermann von Helmholtz-Zentrum fur Kulturtechnik at the Humboldt University, one course and one complementary tutorial in general studies is offered every semester. The themes include The Application of the New Media in Cataloguing and Presenting Collections, The Use of Multimedia in the Sciences and Learning Museums on the Internet. The Teaching and Learning Center of Multimedia at the Humboldt University pays the tutor costs. Currently, the Multimedia Center is supporting several projects which are improving the application of new media in research and teaching. Additionally, it is funding the required digital equipment. For the time being, there are numerous opportunities to obtain financial support for multimedia projects inside and outside the university. The goal of the courses is to convey essential knowledge for an exemplary interaction with new media, aided by collection-specific subjects. In view of this goal, the material basis of the university collections plays a vital role. The course The Application of New Media in Cataloguing and Presenting Collections includes: Internet, WWW and Multimedia Topics include how the Internet works: protocols, domains, client, server, World Wide Web, HTML, URL, links, bookmarks, search engines, inquiries, catalogues and category indices, portals, etc. Web concepts—content, design, user guidance, processing of information, etc. • Multimedia applications—digitalization, multimedia presentations • Internet copyright

National and International Collection Networks

In the last few years, the number of networks of scientific collections, which by definition include zoological collections, has increased enormously. The resulting increased visibility of these collections’ holdings has made it possible to considerably improve not only awareness and appreciation of them but also their usability and use as scientific resources.

Material models as recorders of academic communities: A new project on university collections in Germany

Transdisciplinary research on university collections is most rewarding. Such studies give insights into the history and the origin(s) of collections and knowledge as well as the material culture of universities. From this perspective, material models in university collections are excellent objects for study. In their dual role as both products and sources of scientific knowledge, models are key instruments of science. Until today, however, a full historical overview of the three-dimensional models employed across the different scientific branches has not been compiled. Against this background, the recently launched project “Material models in teaching and research: Indexing, documentation and analysis of models in university collections” can be considered a seminal research contribution to scientific material culture. It systematically records and documents three-dimensional models in German academic collections, and presents them via a globally accessible multimedia online-database. This article will provide a brief overview of the initial steps and results of this project and recommend transdisciplinary research as a possibility of promoting academic interest in university museums and collections.

Recent recommendations by the German Council of Science and Humanities on scientific collections as research infrastructures

The German Council of Science and Humanities provides advice to the German government and states on the structure and development of higher education and research. In January 2011, the Council presented recommendations on scientific collections as research infrastructures. This article summarizes the results of the proposal and their implications on university museums and collections. Introduction In January 2011, the German Council of Science and Humanities, which provides advice to the German government and states on the structure and development of higher education and research, presented recommendations on scientific collections as research infrastructures. In this article, I will summarize the recommendations and their implications on university museums and collections. I will begin by providing a brief overview of the situation and recent developments of university collections in Germany, which have undoubtedly contributed to the recent accomplished evaluation. The situation of university collections in Germany In 2001, after detailed inquiries on the collections of Humboldt University of Berlin leading to the exhibition “Theatre of Nature and Art. Treasure-Trove of Knowledge”, I realized that an overview of collections existing in German universities had not been done before. This observation led to a research project on the holdings and history of university collections in Germany. In 2004, the German Research Foundation (DFG) accepted the application and awarded the project five-year funding. Simultaneously, I tried to increase the visibility of university museums through presentations, publications, and advocacy (e.g. WEBER 2009, 2010). In 2009, when the working group on research infrastructures for scientific collections set up by the German Council of Science and Humanities started to look at scientific collections, it could rely on a database for university collections with more than 1,000 entries, whereof more than one-third were already dissolved, no longer existing at the original university, of unknown destiny, or orphaned. In 2010, the Helmholtz Center for the Kulturtechniken organized for the first time a conference in Germany addressing people working in and with university collections. The symposium, called University Museums and Collections in Academic Practice. Tasks – Concepts – Perspectives, aimed at: identifying new tasks for university museums and collections, and developing strategies to guarantee their continued existence. The meeting also set itself the task of framing futureoriented concepts to allow for a fuller integration of traditional university collections into 1 Wissenschaftsrat: Recommendations on Scientific Collections as Research Infrastructures. [Empfehlungen zu wissenschaftlichen Sammlungen als Forschungsinfrastuktur.]. Drs. 10464-11. Berlin 28 January 2011. www.wissenschaftsrat.de/download/ archiv/10464-11-11_engl.pdf, www.wissenschaftsrat.de/download/archiv/10464-11 11_engl.pdf (accessed September 5, 2011). 2 www2.hu-berlin.de/hzk/theatrum/englisch/index.html (accessed September 5, 2011). 3 www.universitaetssammlungen.de/ (accessed September 5, 2011). 4 universitaetsmuseen.hu-berlin.de/ (accessed September 5, 2011).

A renaissance of German university collections

German universities host many remarkable collections, some being of local interest only, while others are of immense academic value. In recent years, university collections have attracted considerable interest by both academics and general public. This interest has been highlighted by well-attended exhibitions and well-funded projects for the utilization of collections. A central role in this renewed interest has been played by the so-called new media, which provides new ways to access collections worldwide as resources for research and teaching. This paper presents an overview of current collections of German universities and introduces various projects involving digital media.