Tag Archive
19 October 2021 – Stephanie Rowe and Jennifer Guiliano
Editors’ note: This is the second part of a two-part series. Part I was published on October 14, 2021.
Integration of new professional development coursework into the curriculum has addressed the challenges outlined in the prior post that IUPUI has faced with teaching professional development. Read More
14 October 2021 – Stephanie Rowe and Jennifer Guiliano
Editors’ note: This is the first part of a two-part series.
In ensuring IUPUI’s Public History MA program remains an ethical leader in the field, program faculty are taking a new approach to professional development for students. Professional development focuses on assisting students in gaining proficiency in preparing for the job market, developing career pathways, addressing workplace issues, developing professional networks and relationships, furthering their professional goals, and facilitating their personal and professional identities. Read More
23 March 2021 – John R. Legg
plantation, methods, community history, sense of place, National Park Service, American Civil War, teaching
Editor’s Note: How can students get valuable study abroad experience at home? John R. Legg, an Affiliate Editor with History@Work and PhD student at George Mason University, interviews Dr. Niels Eichhorn about a public history-oriented domestic study trip that introduced students to American Revolution, Civil War, and Civil Rights-era historical sites around the Southeast. Read More
05 October 2020 – Elias Levey-Swain and McLain Sidmore
Historians for Hire is a civic engagement course at Carleton College that partners students with local public history projects. It seeks to illuminate the value of community involvement in the history curriculum and elicit student reflection on the significance of their work as aspiring historians. Read More
24 September 2020 – Juilee Decker and Cheryl Jiménez Frei
Editors’ Note: This is the second of three essays about the COVID-19 collaborative archiving project A Journal of the Plague Year: The COVID-19 Archive. The first essay introduces the project. The next will address issues related to archival silences. Read More
26 November 2019 – Sharon Pajka 4
As the days grow darker and the leaves start to turn, the atmosphere lends itself to spooky stories. Like other colleges, Gallaudet University, the world’s only university designed to be barrier-free for deaf and hard of hearing students, has its share of ghost stories. Read More
01 October 2019 – Liz Jones-Minsinger
partnerships, archives, teaching, libraries, 2019 archives month series, Quakers, special collections, access
Editors’ Note: This is the first in a series of posts about the intersection of archives and public history that will be published throughout October, or Archives Month in the United States. This series is edited by National Council on Public History (NCPH) board member Krista McCracken, History@Work affiliate editor Kristin O’Brassill-Kulfan, and NCPH The Public Historian co-editor/Digital Media Editor Nicole Belolan. Read More
20 June 2019 – Rachel Gross
Every week throughout the summer, small groups of residents of Missoula, Montana, meet at Caras Park near downtown for history tours called “Unseen Missoula.” One important contributor to the development of the tour program has been the public history students of the University of Montana. Read More
07 May 2019 – Tiya Miles 1
teaching, community engagement, TPH 40.3, training, African American history, race, Higher Education, The Public Historian, libraries, gender, Black museums series
Editors’ Note: This post is part of a History@Work series that complements The Public Historian, volume 40, number 3, which is about the history of the field of Black Museums.
There are multiple paths to the collaborations we value as historical interpreters and practitioners. Read More
10 January 2019 – Karen Whitehair 1
We all know that people are curious about the stories behind objects and the events and people those objects represent. And as public historians, we are in the business of bringing those stories to light. Yet, after doing collections management for over twenty-five years, I have learned that people are equally curious about the creative process behind our educational programs including how we document and care for the objects that serve as the foundation for that programming. Read More