Project Showcase: College Women

college-women-betaWith the support of a one-year Foundations planning grant from the National Endowment for the Humanities, the seven women’s colleges once known as the “Seven Sisters” recently launched College Women: Documenting the History of Women in Higher Education. College Women brings together digitized letters, diaries, scrapbooks, and photographs of women who attended Barnard, Bryn Mawr, Mount Holyoke, Smith, Vassar, Wellesley, and Radcliffe (now the Schlesinger Library, Radcliffe Institute for Advanced Study, Harvard University). These materials, documenting women’s campus cultures, have long been preserved in the libraries of the seven schools; College Women makes them available online and searchable together for the first time. Continue reading

Defining success: Seeking clarity or accepting uncertainty?

A 50-foot (15 m) tape measure produced by the Lufkin Rule Co. in Saginaw, Michigan at some point after 1929 (patent 1,713,807).

How should public history graduate programs measure success? Photo credit: Wikipedia Lufkin tape measure

What constitutes success for a public history graduate program?  A strong placement record?  Student mastery of a set of professional skills?  Or perhaps cultivation of our discipline’s habits of mind?

One might say, “It depends”–on whom you ask, when you ask them, and why you want to know.  But does that ambiguity compromise our ability as program directors to represent our programs accurately and effectively to the students we serve and the administrators who oversee us?  In defining success, should we pursue clarity or get comfortable with uncertainty?

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Best practices for establishing and developing a public history program

The Library at the University of South Carolina, on a campus that has had a long-time and active public history program. Photo credit: USC

The Curriculum and Training Committee of the National Council on Public History has prepared a draft best practices document, “Best Practices for Establishing and Developing a Public History Program.” This document is intended to supplement the existing best practices documents on MA programs in public history, public history for undergraduate students, and certificate programs in public history. By focusing on resources and support, it seeks to ensure high-quality training at the graduate level. Designed mainly for college and university faculty and administrators, the draft provides guidance on subjects, such as funding, hiring practices, tenure and promotion, curriculum development, and areas of specialization. We invite comments on this document. Please send comments and suggested revisions to daniel.vivian@louisville.edu by July 31. We look forward to hearing your thoughts.  Here is a link to the document.

~ Daniel Vivian is assistant professor of history and director of public history at the University of Louisville in Louisville, Kentucky. He is chair of the Curriculum and Training Committee for the 2015-2016 academic year.

Public history student swaps mobcap for hard hat

Willowbank students squaring and carving stone.  Photo credit: Juliana Glassco

Willowbank students squaring and carving stone. Photo credit: Juliana Glassco

It is often said that everyone should work in the customer service industry at some point in their lives so that they can understand what it’s like to interact with the world from the other side of the cash register. I feel the same way about traditional building trades. Anyone who works with old buildings should spend at least a few days learning about what it takes to be a carpenter, plasterer, mason, or blacksmith. As a student in a course of study in heritage conservation (called historic preservation in the United States) at Willowbank School, a small private college in southern Ontario, that is precisely what I do.

Willowbank’s curriculum blends hands-on experience with design, heritage management, and theory. Professional craftspeople–and architects, historians, planners, conservators, and others–take time away from their jobs to teach a group of students from diverse backgrounds about their profession. Every day is a lesson in humility and patience. At its heart, being a student here is about cultivating respect for the many perspectives, skills, and disciplines that interact with “heritage” in all of its varied forms. In studying these points of intersection, we are unlocking potential for cross-disciplinary creativity, communication, and collaboration. Continue reading

Can public history play? A conference pop-up preview

swirls of light

Photo credit: Rick Harrison

It’s the week of the National Council on Public History Annual Meeting, and you’re getting ready to jet off to the Volunteer State.

You’ve watched the requisite Tennessee-based movies: The Thing Called Love, Inherit the Wind, and The Blind Side.

You’ve got your must-do list all set–a visit to the Grand Ole Opry (wait, since when is that in a suburban shopping center?), a night out at the Blue Bird Café, and a lunch date with your college roommate at The Wild Cow.

Now, like all good public historians, you pull up the program and begin to map out your conference schedule.

  • THATCamp NCPH Boot Camp on Wednesday afternoon? Check.
  • “History on the Cutting Edge” on Saturday and the Nashville Crime Walking Tour Friday? Add those to the list.
  • And speed networking on Thursday morning? You definitely want to make time for that.

But wait. You have a free two hours on Thursday afternoon. How will you ever fill the time? Continue reading

Proposing a Business and History program

 

Tag cloud from Centre for Regulation and Market Analysis conference in Adelaide, South Australia. Image credit: University of South Australia

Some nineteen categories of public history programs are now offered. Many offer skills and knowledge useful for specialized businesses (archival practices, business histories, publishing). None prepare history students for general business careers. Business and History is designed to fill this void by linking historians’ methods to solving problems common to private enterprise. Continue reading

“What are you going to do with a history degree?” Helping students navigate a graduate degree and career in public history

Public History Navigator. Screenshot courtesy Adina Langer

Public History Navigator screenshot

Every history major is familiar with this question, and while a few undergraduates may have an answer at the ready, many aren’t exactly sure what they want to do with their degree. For the past year and a half, the NCPH New Professional and Graduate Student Committee has worked hard to create a resource to better prepare undergraduates and graduate students to enter and succeed in the public history profession:

The Public History Navigator: How to Choose and Thrive in a Public History Graduate Program

Section one of this two-part guide investigates how to choose and apply to a graduate program and encourages students to find the right program and degree for their ultimate career goals. The second section includes tips on making the most of graduate school and how students can make themselves more marketable for the job hunt. Continue reading

Making a pop-up museum: Dusting off the Dark Ages

Photo credit: Ellen F. Arnold

Student exhibit panel. Photo credit: Ellen F. Arnold

At Ohio Wesleyan University, I teach an upper-level medieval history course, “Constantine to Charlemagne.” This is an undergraduate class, with 18 students of varying backgrounds. The course addresses a time period (ca. 300-850) often slandered as barbaric and backwards, so my goal is for students to see the richness, texture, and vibrancy of the period along with the political and economic troubles that befell certain areas. Over the course of the semester, as we work to understand a period famous for both its lack of historical sources and its network of diverging and converging cultures, we work together on how to explain and re-frame this period for a public audience.

A public history project like the one my students are embarking on this semester is unusual for medieval history courses. Though some medieval history professors and graduate students do discuss and practice public engagement through K-12 classroom visits, and libraries with important medieval manuscript collections are also reaching out to schools, the relative dearth of medieval history in American public history programs does not encourage many of us to think about the practice. Also, at many small schools like Ohio Wesleyan, there are no separate courses in public history. Yet more and more of my students are interested in public history, museum studies, and archival work. This project developed as a way to introduce students to the basic issues of museum design and audience engagement and to help them imagine a space for history that extends beyond the classroom. In our case, we are dusting off the ages and making a pop-up museum.

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“APUSH” in the right direction

Photo credit: Evan Graff, Flickr.

Photo credit: Evan Graff, Flickr.

As public historians, we like to think we know something about narrative. We know that human beings construct meaning through stories, and that history is the art of constructing compelling stories from the traces of the past. Psychologists have demonstrated the emotional and inspirational power of “hero’s journey” narratives in which protagonists overcome great odds through self-sacrifice and determination, and return from the journey with wisdom and gifts to improve the world. Such narratives emphasize the hero’s “exceptional” qualities, the ability to triumph over adversity and to serve as a guiding light to others.

Thus, it should come as no surprise that opponents of recent changes to the AP US History (APUSH) framework are so concerned about narrative emphasis. In August 2014, the Republican National Committee adopted a resolution condemning a framework released by the College Board in 2012. The resolution claims that the framework “reflects a radically revisionist view of American history that emphasizes (Italics mine) negative aspects of our nation’s history while omitting or minimizing positive aspects.” The resolution calls on Congress to “investigate the matter” and withhold any funding to the College Board until a suitable framework is produced. Continue reading