Whitney Dooley was an outstanding student in the Business of Museums course I teach for the Johns Hopkins University Graduate Museum Studies program. Although the course’s online classroom limits synchronous, face-to-face interactions, it operates as a seminar style format with a very limited enrollment that promotes vigorous ongoing conversations through online forums, live chats, Skype and email. By the end of each semester, I feel that I understand the personalities and capabilities of each of my students very well, especially in terms of their work habits, skills and potentials as colleagues in professional work environments. Whitney did exemplary work on her individual written assignments. She correctly interpreted complex assignments, turned in thoughtful work on time, and organized and expressed her ideas with precision and grace. In our online class discussion forums, Whitney was often the first one in the pool. She offered robust responses to weekly questions that ranged from research and reflection on contemporary museum practices and news items, to the effects of law and policy on museum practices, to critical commentary on course readings. Students are also asked to write opinion pieces and respond to scenarios that demand strategic solutions to problems and issues derived from the museum workplace. Her writing was clear and lively. She constructed arguments backed by targeted research and citations and volunteered links to new information and sources that added relevant information to the student dialogue. She was also supportive of other student posts, adeptly extending productive lines of inquiry. Whitney’s contributions were outstanding throughout the semester and her passion for history and museums is genuine. Whitney brought a nice set of volunteer, travel and work experiences into the museum studies program at Johns Hopkins. Her volunteer activities in a small museum, and work in a private medical office, sharpened her insight into customer needs and grounded her academic experience in detail-oriented work environments. In my end of semester evaluations, I often consider whether a student is the kind of individual who I would hire as a member of my own team. I believe Whitney Dooley has the skills, intelligence and attitude that would make her an exceptional colleague who could be trusted to advance any museum’s project goals and outcomes. I am confident that Whitney would quickly acquire any technical tools and training needed to perform at a high level in any role. Paul Pearson

Whitney was a student in my Fundamentals of Museum Fundraising class at JHU. She is inquisitive, detail-oriented, and focused. Whitney has excellent analytical skills and communication skills. She clearly, concisely and creatively developed her ideas. I know she will be an asset to any non-profit organization.

Whitney Dooley was an outstanding student in the Business of Museums course I teach for the Johns Hopkins University Graduate Museum Studies program. Although the course’s online classroom limits synchronous, face-to-face interactions, it operates as a seminar style format with a very limited enrollment that promotes vigorous ongoing conversations through online forums, live chats, Skype and email. By the end of each semester, I feel that I understand the personalities and capabilities of each of my students very well, especially in terms of their work habits, skills and potentials as colleagues in professional work environments. Whitney did exemplary work on her individual written assignments. She correctly interpreted complex assignments, turned in thoughtful work on time, and organized and expressed her ideas with precision and grace. In our online class discussion forums, Whitney was often the first one in the pool. She offered robust responses to weekly questions that ranged from research and reflection on contemporary museum practices and news items, to the effects of law and policy on museum practices, to critical commentary on course readings. Students are also asked to write opinion pieces and respond to scenarios that demand strategic solutions to problems and issues derived from the museum workplace. Her writing was clear and lively. She constructed arguments backed by targeted research and citations and volunteered links to new information and sources that added relevant information to the student dialogue. She was also supportive of other student posts, adeptly extending productive lines of inquiry. Whitney’s contributions were outstanding throughout the semester and her passion for history and museums is genuine. Whitney brought a nice set of volunteer, travel and work experiences into the museum studies program at Johns Hopkins. Her volunteer activities in a small museum, and work in a private medical office, sharpened her insight into customer needs and grounded her academic experience in detail-oriented work environments. In my end of semester evaluations, I often consider whether a student is the kind of individual who I would hire as a member of my own team. I believe Whitney Dooley has the skills, intelligence and attitude that would make her an exceptional colleague who could be trusted to advance any museum’s project goals and outcomes. I am confident that Whitney would quickly acquire any technical tools and training needed to perform at a high level in any role. Paul Pearson

Whitney was a student in my Fundamentals of Museum Fundraising class at JHU. She is inquisitive, detail-oriented, and focused. Whitney has excellent analytical skills and communication skills. She clearly, concisely and creatively developed her ideas. I know she will be an asset to any non-profit organization.

Whitney Dooley was an outstanding student in the Business of Museums course I teach for the Johns Hopkins University Graduate Museum Studies program. Although the course’s online classroom limits synchronous, face-to-face interactions, it operates as a seminar style format with a very limited enrollment that promotes vigorous ongoing conversations through online forums, live chats, Skype and email. By the end of each semester, I feel that I understand the personalities and capabilities of each of my students very well, especially in terms of their work habits, skills and potentials as colleagues in professional work environments. Whitney did exemplary work on her individual written assignments. She correctly interpreted complex assignments, turned in thoughtful work on time, and organized and expressed her ideas with precision and grace. In our online class discussion forums, Whitney was often the first one in the pool. She offered robust responses to weekly questions that ranged from research and reflection on contemporary museum practices and news items, to the effects of law and policy on museum practices, to critical commentary on course readings. Students are also asked to write opinion pieces and respond to scenarios that demand strategic solutions to problems and issues derived from the museum workplace. Her writing was clear and lively. She constructed arguments backed by targeted research and citations and volunteered links to new information and sources that added relevant information to the student dialogue. She was also supportive of other student posts, adeptly extending productive lines of inquiry. Whitney’s contributions were outstanding throughout the semester and her passion for history and museums is genuine. Whitney brought a nice set of volunteer, travel and work experiences into the museum studies program at Johns Hopkins. Her volunteer activities in a small museum, and work in a private medical office, sharpened her insight into customer needs and grounded her academic experience in detail-oriented work environments. In my end of semester evaluations, I often consider whether a student is the kind of individual who I would hire as a member of my own team. I believe Whitney Dooley has the skills, intelligence and attitude that would make her an exceptional colleague who could be trusted to advance any museum’s project goals and outcomes. I am confident that Whitney would quickly acquire any technical tools and training needed to perform at a high level in any role. Paul Pearson

Whitney was a student in my Fundamentals of Museum Fundraising class at JHU. She is inquisitive, detail-oriented, and focused. Whitney has excellent analytical skills and communication skills. She clearly, concisely and creatively developed her ideas. I know she will be an asset to any non-profit organization.