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
Graphic from public history employers’ survey, showing skills in demand for entry-level employees. Image credit: Public History Education and Employment Task Force
Are there too many public history programs? Where is the field going, and what can professional organizations do to ensure that it remains vital in the years to come? For the past year, a task force organized by the National Council on Public History (NCPH), the Organization of American Historians, the American Historical Association, and the American Association for State and Local History has investigated questions about the current landscape of public history training and employment. Inspired in part by Robert Weyeneth’s essay “A Perfect Storm?,” the task force is charged with gathering data on several key questions. We want to know what skills and abilities employers look for when hiring professionals in the early stages of their careers, where they see the field of public history going, and what skills and expertise will be more highly valued in the future. We want to know if training, particularly at the graduate level, is preparing students for professional employment and long-term career growth. Finally, we want to know what professional organizations can do to ensure production of well-trained public historians and ensure the general health of the field. At a time when concerns about the number of graduate public history programs and possible “overproduction” have become common, we need reliable information about these concerns. Continue reading
Wikipedia 101 workshop at the 2014 NCPH Annual Meeting in Monterey, CA. Photo credit: NCPH
In 2011, the Professional Development Committee developed a set of guidelines for annual meeting workshops. We see workshops as providing hands-on and participatory experiences which impart practical information, rather than the typical conference presentation or “show and tell” case studies. With these guidelines in place, the committee has begun to think about a broader curriculum of professional development opportunities to serve the needs of National Council on Public History members. To do so, we are seeking your input though a brief survey. Continue reading
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
Editor’s note: During the fall of 2013, the NCPH Consultants Committee distributed a survey to the NCPH consultants community in order to learn more about the community’s members and how best to serve them. This piece is part of a series examining the results of that survey.
Last year on this blog, I engaged in an ongoing discussion about how public history consultants determine the value of our work. I proposed that we would benefit from establishing fee standards across the discipline, ideally creating space in the market for consultants to make a living while improving the value of historical work in public spaces. This post came in response to a working group at the 2012 NCPH (National Council on Public History) annual meeting in which independent consultants discussed the need to communicate fee trends while the firms voiced their desire to keep their fees confidential. We all left with a general concept of how to help those who want to band together but not a clear understanding of how to accomplish that goal.
Chart showing public history consultants’ fee scale varying by years of experience. Credit: Kathy Shinnick
As a step towards this end, the NCPH Consultants Committee conducted a survey, which, in part, asked consultants to anonymously divulge information about their fees. The survey was intended to determine trends by cross-referencing the fee scale with categories such as education level, region, and years of experience. For example, we should be able to assess the going rate for consultants in the Southeast who have a PhD and ten years of experience. Due to a somewhat small sample size of 148 consultants, the results leave a few unanswered questions. However, they also reveal a lot that can guide us to the next step. Continue reading
Photo credit: Berdea, Wikimedia Commons
Providing assistance to individuals considering careers in consulting remains an ongoing task of the National Council on Public History (NCPH) Consultants Committee. In October 2012 and September 2014, forums held on Versatile PhD opened up discussions that generated valuable data that Consultants Committee members are using in devising initiatives to achieve this end. Both forums were populated with practitioners who represented a number of disciplines, including history. In particular, the forums gave graduate students, postgraduates, and other interested parties in the humanities and the social sciences the opportunity to ask practicing professionals about the business of consulting. The questions posed–the most germane of which are compiled here, in distilled form–can serve to guide the committee in its efforts to address the concerns and meet the needs of those who are considering a career in consulting. Indeed, this is an opportunity to be seized.
Three cohorts of student interns at Eleanor S. Brockenbrough Archives. Pictured are Teresa Roane, Library Director; Sgt. Major Abdur Alimi-Hayes, Eric Richardson, Donna Nelson, Torren Gatson, Ronnica Williams, Ed (independent researcher), and Andrew Winters. Photo credit: Rhonda Jones
This is the final post in a series on issues of diversity in the public history field. You can find the previous posts in the series here.
As public historians, we have many responsibilities, but, as a baseline, we are charged with making history relevant, meaningful, and accessible to amateur historians, students, families, and scholars alike. To do this effectively, it is necessary to consider the “who” behind the “what.”
As this series demonstrates, if our institutions are to remain relevant to a public with evolving needs, we must include individuals within our ranks that have a multiplicity of backgrounds. It is critical that these individuals are in turn capable of interpreting multiple narratives, engaging with all parts of society, including those who have been marginalized, and expressing history in innovative ways. Consider the Minnesota Historical Society’s American Indian Museum Fellows program. Continue reading
Sweetwater Creek State Park, near my new hometown of Atlanta, includes the ruins of a textile mill, which was destroyed by Sherman’s advancing army. Photo credit: Adina Langer
Almost exactly four months ago, I relocated from Lansing, Michigan, to Atlanta, Georgia. Although both are capital cities, Lansing and Atlanta have little else in common. I traded the Midwestern winter and speedy grid-like roadways for mild autumn breezes through dense tree-cover and much-to-be-avoided traffic-choked interstates. Of course I also traded a dominant heritage of the fur trade, mid-19th-century westward expansion, and the rise and fall of the auto industry with one of British colonialism, railroads, the Civil War, Reconstruction, and Civil Rights. I also traded one public history community for another. In this post, I share my first impressions and aspirations. In nine months, I will report again on my progress toward my goals. Continue reading
2013 Fellows at the Minnesota Historical Society Collections. Photo credit: Chris Taylor
This is the third post in a series on issues of diversity in the public history field. Each post in this series is based upon oral interviews conducted with public history professionals. Each interview was conducted in a traditional interview question and answer format. All interviews were edited and condensed based on relevancy and to retain a reasonable length for the posts.
In developing this series, I sought out examples of public historians who are combating the diversity issue in creative and proactive ways. I looked for individuals who not only hoped to change the pool of future public historians but who employed tangible solutions that other museums and institutions could build on. One such individual is Chris Taylor, Diversity Outreach Program Manager at the Minnesota Historical Society (MHS).
Like many of the students he works with, Taylor took a nontraditional pathway to public history. His background in social sciences and education provided him with a unique opportunity to engage in the year-long Coca Cola Museum Fellows program, which exposed him to topics surrounding diversity and inclusion in museums. The experience inspired him to pursue a History Museum Studies graduate degree at the Cooperstown Graduate Program, which is led by pioneering African American museum professional Gretchen Sullivan Sorin. As a young museum professional, Taylor implemented a program at MHS modeled after the Coca Cola Museum Fellows program, and the MHS program has enjoyed nine years of success. In fact, the MHS Diversity Outreach Program was recently named the Diversity Outreach Department, making the society one of the only historical institutions in the United States to establish a permanent department focused solely on increasing its diversity and inclusion efforts.
This is the second post in a series on issues of diversity in the public history field. Each post in this series is based upon oral interviews conducted with public history professionals. Each interview was conducted in a traditional interview question and answer format. All interviews were edited and condensed based on relevancy and to retain a reasonable length for the posts.
Dr. Modupe Labode with students. Photo credit: Courtesy of Labode.
I began my exploration of this topic by interviewing two public historians who have proven track records addressing diversity issues in public history: Modupe Labode, Assistant Professor of History and Museum Studies at Indiana University-Purdue University Indianapolis, and Juanita Moore, President and CEO of the Charles H. Wright Museum of African-American History in Detroit, Michigan.
At the National Council on Public History (NCPH) Annual Meeting in 2009, Labode helped spearhead a working group titled “How do we get there? Racial and ethnic diversity in the public history profession,” which served as a platform to “discuss the profession’s lack of diversity and share ideas about remedying the situation.” As the CEO and President of the nation’s largest African American history museum, Moore has achieved a stellar career as a public historian of color, and she remains committed to mentoring and providing opportunities to other public historians as they enter the field. My conversations with each of these women demonstrated that though some changes have been made, there is still much work to be done to bolster the field of public history to include those from diverse backgrounds.
Why does our field suffer from a lack of diverse professionals?
According to Labode, individuals that are historically underrepresented in museums are generally underrepresented in the humanities field. This plays a major part in reflecting what we see in public history. Consider Moore’s point that, for a while, museum professionals did not come from fields as specific as public history or even from graduate programs. Thus, the field potentially fails to attract diverse professionals because they may be engaged in fields or graduate programs without direct links to public history. Furthermore, many are unsure of how to enter the field in the first place. I can attest to this issue: as an undergraduate student, neither my academic mentors nor advisors were able to point me in the direction I needed to take to pursue museum work. It was only after I endured several exhaustive appointments with a career counselor and took a series of online exams that prearranged my career goals that I was even made aware of public history. Continue reading