This 1820 watercolor shows an early view of the campus. Photo credit: South Caroliniana Library of the University of South Carolina
Written on the landscape of the University of South Carolina is an untold yet well-documented story of slavery. Enslaved people constructed the buildings of the university’s antebellum predecessor, South Carolina College, attended to the wants of white students and faculty, and performed countless tasks essential to running the college. This story is not unique in the history of American colleges and universities. Even in places where slavery was not widespread, the profits from slavery helped fund institutions of higher learning. Scholars have been slow to examine American universities’ historical association with slavery, and universities have been even slower to acknowledge it. The current momentum, however, favors expanding the discussion of these complicated topics. Continue reading
James A. Garfield National Historic Site, the nineteenth-century home of the 20th President, is located in Mentor, Ohio. Photo credit: Andy Curtiss
Currently, public history educators are discussing whether their graduate students should be required to write master’s theses. Although some students (including myself) at times bemoan the thesis as impractical and suggest a public history project or portfolio as an alternative, I found my thesis experience to be integral to my development as a public historian. My research inspired me to reach out to scholars and professionals whose work paralleled my own. It has also opened new doors as I transition out of academia and into a career interpreting the past for public audiences.
My thesis research grew out of my experience volunteering and working as a seasonal interpretive ranger at James A. Garfield National Historic Site, the late nineteenth-century Ohio home of the 20th President. I set out to write about the evolution of the historic landscape of the site, and I wanted to integrate my interest in historic site interpretation into my work, especially because a graduate course on this topic would not be offered during my two years at Indiana University-Purdue University Indianapolis (IUPUI). When I heard about the site’s plans to write a new long-range interpretive plan in early 2013, I asked to participate in the process. Continue reading
Author’s son posing in newly acquired World War II uniform and gear. Photo credit: Author
Maybe I shouldn’t have been surprised when my sons became interested in reenacting. After all, history is the family business–my spouse and I are historians, and our children absorbed a chronological mindset very early. Still, they have often claimed not to like the subject, perhaps because they have heard us discuss our research and teaching until their eyes glaze over. Willingly or not, they have accompanied me on many history-related outings, including an epic road trip following the path of Laura Ingalls Wilder’s “Little House” books, complete with overnight camping on the original Ingalls homestead claim
. So maybe all of this got into their blood despite their protests. Or maybe they knew that reenacting was the only way their uptight academic parents would let them play with guns.
Read-in event for Black History Month. Photo credit: Vanessa Macias
Every year, my college celebrates Black History Month and Hispanic Heritage Month. These celebrations feature musical performances, student art shows, guest speakers, and panel presentations that touch upon culture, community issues, significant men and women, landmark achievements, and current events. They are high-quality performances that attract large audiences of students, faculty, and members of the public. Yet from my perspective, the college’s scheduled events could focus more on the history of African Americans and Hispanics in the United States. It is imperative to include a discussion of historical themes and issues related to these groups to truly fulfill the mission of these special months. History can be celebratory, yet it can also be difficult, and these months should highlight both narratives. Minimizing discussion of history robs participants of a more profound experience that could challenge previously held assumptions. Continue reading
Recently, Jane Becker initiated a conversation about doing collaborative projects with students and community partners on the public history educators’ listserv. An edited and condensed version of the discussion follows.
Photo credit: Berdea, Wikimedia Commons
Jane Becker: For the past few years, I have developed collaborative projects for my public history graduate students to undertake with community partners. The results have varied widely, and I’ve struggled with incorporating this semester-long “practical” assignment into the course as a whole and balancing the need to provide students with opportunities to put theory into practice with the other “agendas” of the class.
It is difficult, if not impossible, for a class of relatively new public history students over the course of a semester to achieve the kind of work that might be useful to an organization, even if the task is relatively modest. This is one issue driving my effort to consider other models for introducing first year public history graduate students to “practice.” Continue reading
The New Professional and Graduate Student Committee discusses the Public History Navigator in Monterey. Photo credit: NCPH
We asked and you shared! One hundred sixty-six respondents participated in the NCPH New Professional and Graduate Student Committee survey, offering their input for creating a consumer’s guide to public history. Now officially titled “Public History Navigator: How to Choose and Thrive in a Graduate Program,” this exciting project will provide one tool to address shared concerns about the “perfect storm”–the phrase National Council for Public History Past President Bob Weyeneth used to describe the public history training and jobs crisis.
2014 National History Day Theme. Image credit: National History Day
What do exhibits about Marie Antoinette’s fashion and Ayatollah Khomeini’s political action, and websites about the invention of the toilet and the dissemination of the Pentagon Papers have in common? They are all student entries in the National History Day competition that I’ve had the opportunity to review as a judge over the past seven years. Within the context of the recent lively conversations about “history relevance,” I argue that judging at History Day offers public historians a unique opportunity to teach students about the power of historical thinking to enrich their lives and to make them more capable citizens of an increasingly complex world. Continue reading
During the coming year the National Council on Public History will prepare a Graduate Program Consumer’s Guide. The Consumer’s Guide will serve as a tool for anyone weighing the pros and cons of pursuing a degree or certificate in public history. Robert Weyeneth, president of the NCPH and director of the public history program at the University of South Carolina, outlined the rationale for the Consumer’s Guide last September in a series of posts for History@Work. Collectively titled “A Perfect Storm,” the posts addressed the widely held perception that a “jobs crisis” exists in the field of public history. Weyeneth argued that NCPH can and should commit its organizational resources to ensuring that public history programs offer the highest quality training to the next generation of practitioners, who will undoubtedly face a highly competitive job market.
As a first step toward producing the Consumer’s Guide, the New Professional and Graduate Student Committee of NCPH announced plans earlier this winter for a survey soliciting feedback from History@Work readers. The committee will participate in creating the Consumer’s Guide, and we are eager to hear from current public history students, long-established professionals, and everyone in-between. What kind of information do you think the NCPH should include in the Consumer’s Guide? Please follow this link and answer a few survey questions. Your feedback is indispensable to the process of crafting a Graduate Program Consumer’s Guide that will benefit our field and the next generation of practitioners. We hope that the survey will also stimulate discussions that continue during the upcoming NCPH meeting in Monterey.
~ New Professional and Graduate Student Committee
Photo credit: Berdea, via Wikimedia Commons
My public history courses are complicated.
Over the eight years since I took over as Director of Public History at the University of Maryland Baltimore County (UMBC), I have found myself juggling and re-juggling course content, trying to achieve just the right mix of reading, discussion, research, and practice. I worry constantly about how to balance quality control and authority against student creativity and development. This worry manifests in every decision I make about each course: How much description of the assignment should I include? Which readings will be most effective for advancing students’ understanding of both the roots and the practice of core methodologies? How can I break assignments into manageable bites? What is the difference between graduate and undergraduate study in public history? What are the learning goals? What kinds of assignments will be enjoyable and meaningful for students? Continue reading