Student consumer's guide
31 January 2014 – Richard Anderson
In September of last year,[email protected] published a series of posts by Robert Weyeneth, president of NCPH and Director of the Public History Program at the University of South Carolina. Collectively titled “A Perfect Storm,” the posts addressed what Weyeneth identified as a broadly shared concern among public history professionals (inside and outside academia) that a jobs crisis exists in the field. Weyeneth used the series to consider how NCPH should and could respond organizationally to the storm. This post, from NCPH’s New Professional and Graduate Student Committee, represents one aspect of the organization’s response to the putative jobs crisis.
Before describing our committee’s goals, we would like to briefly summarize Weyeneth’s points. He wrote that the “perfect storm” combines the proliferation of public history programs, especially master’s-level certificate programs, with the accompanying growth in the number of public history MA’s, the dearth of entry-level jobs in the field for these new public historians, the range in quality of training received by some of these graduates, and the mismatch between program curricula and the demands of the contemporary public history job market. Weyeneth argued that quality, not quantity, is the fundamental issue related to public history employment. Certificate programs are not necessarily pumping out too many MA’s, but they may not be equipping their graduates with the skills appropriate for the “twentieth-first-century economy and the digital revolution.”
Weyeneth concluded that NCPH, as the major professional organization for the field, can do much to encourage and facilitate high-quality graduate training for the next generation of public historians. Drawing on the example of the organization’s best-practices documents for undergraduate programs, certificate programs, and internships, Weyeneth proposed that NCPH produce a student consumer’s guide to public history programs. This new guide will empower students to be “more active and critical consumers of education.” It will provide information about various programs and also equip prospective applicants with a set of questions to ask “when they study websites, e-mail program directors, or visit campuses.” The consumer’s guide will enable students to find the program with the right fit and, in turn, identify the career paths they desire.
In the coming weeks, the New Professional and Graduate Student Committee will solicit feedback from readers through a tool like Survey Monkey. We want to capture a range of experiences and perspectives, so we are eager to hear from current public history students, long-established professionals, and everyone in between. Our survey will ask what kind of information you think NCPH should include in the consumer’s guide. Based on your own experience, what knowledge or resources do you think would best enable people to actively shape their own graduate student experience and navigate the field as new professionals? What do you wish someone had told you at the beginning of your public history career? Keep an eye out for our call for feedback in a subsequent post. The practice of public history is inherently collaborative, and we hope you will join with us to shape the future of public history education.
~ New Professional and Graduate Student Committee