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How can a global pandemic and tipping point in the climate and racial justice crises affect how we educate the next generation of museum leaders? This essay offers an interdisciplinary analysis of how University of San Francisco's (USF) Museum Studies graduate and undergraduate programmes adapted in real-time to the challenges and opportunities of this moment by developing alternative curricula, class projects, and virtual internship offerings as viable alternatives to the physical spaces of the museum and the classroom. Seven colleagues with backgrounds ranging from art history to collections, curation, law, management, music, and technology reflect on the major takeaways from curricular adaptations prompted by the pandemic and offer practical guidance for educators within virtual or hybrid teaching environments. Grounded in the university's Jesuit mission, USF's programmes encourage students to integrate and apply knowledge from a variety of disciplines in order to analyse global issues that affect museums—from equality and diversity to access and human rights. Students engaged in hands-on learning in virtual internships and wrote capstone papers offering research on the impact of the pandemic and racial and environmental justice crises on the museum field.
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