Tag Archive
01 October 2015 – Adina Langer
In a surprising turn of events, the College Board re-revised the Advanced Placement United States History curriculum framework, releasing its newest version at the end of July. While the move by the Board, which had instituted a public comment period seeking feedback on the framework back in February, is not overly surprising, the reaction among many historians and among the opponents of the original revised framework is. Read More
08 September 2015 – Jennifer Black
Last September, an undergraduate approached me to inquire about potential internship opportunities. As a new faculty member in a department with no formal public history program, there were few established connections with local community partners that I could tap. Yet the main obstacle to placing this student in an internship was her need for income; as a single mother, she had to support herself and her son. Read More
23 July 2015 – editors
With 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). Read More
20 July 2015 – editors 1
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. Read More
03 June 2015 – Daniel Vivian
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. Read More
23 April 2015 – Juliana Glassco 1
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. Read More
13 April 2015 – editors 1
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. Read More
02 April 2015 – Cynthia Renteria 1
advocacy, collaboration, community history, conference, education, ethics, Hardball History, human rights, museums, politics, public engagement, race, sense of place, social justice, training
Hardball history that places historians at the center of politics, advocacy, and activism can be a difficult journey, but it can also be inspiring. My introduction to public history coincided with the 2006 unveiling of a controversial downtown revitalization plan in the city of El Paso, Texas. Read More
30 March 2015 – Robert Pomeroy
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. Read More
23 March 2015 – editors
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. Read More