The Public History Navigator 2015 Web

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THE PUBLIC HISTORY NAVIGATOR

HOW TO CHOOSE AND THRIVE IN AGRADUATE PUBLIC HISTORY PROGRA

A National Council on Public History resource provided by the New

Professional and Graduate Student Committee

2015

Lead authors:Theresa Koenigsknecht, Michelle Antenesse,Kristen Baldwin Deathridge, Jamie Gray, Jenny Kalvaitis, Angela Sirna


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This guide is divided into two sections. The first focuseson identifying and choosing a high-quality graduateprogram to fit your interests and career goals. Thesecond focuses on the experience of graduate schoolitself, with tips on how it is different than college andhow you can thrive as a grad student.

SECTION 1: CHOOSING A

PROGRAM

Public History is putting history to work in the world.It is a large field that encompasses every professionconnected to history outside of a classroom (andsometimes even in a classroom). Public historiansare consultants, archivists, preservationists, museumprofessionals, researchers, documentary editors, andmore. A public history program teaches students to behistorians then provides opportunities to develop the

skills of applying that knowledge and engaging withcommunity members.

Finding the Right Fit

This publication offers suggestions for finding the rightpublic history graduate program for you. We encourageyou to use this guide in conjunction with the NationalCouncil on Public History (NCPH) Guide to Public HistoryPrograms. Together they will help you decide whatpublic history programs most interest you! Rememberthere is no one size fits all. The best program is the onethat aligns with your personal goals and interests. Youcan also use the hashtag#PHNavigatorto follow relevantdiscussions on Twitter or let us know how you usedthis guide.

WHERE TO START?

The field of public history is wide ranging with dozensof specific lines of work from which to choose. This isboth exciting and empowering, but can also be dauntiwhen you are looking at schools and feel like you haveto decide where to focus. In order to bring clarity toyour own public history path, it is important to identifyour unique interests, abilities, and career goals.

Explore Your Options

Knowledge is power, so familiarize yourself thoroughlywith the field of public history and what it entails.Browse through course listings at different universitiesread job titles and descriptions on the websitesof organizations such as NCPHand the American

Association for State and Local History (AASLH); andinvest in some high-quality public history literature thwill give you exposure to the field. Goodreads, a book

recommendation website, has some great suggestionshere. Once you have a clear understanding of the rangof options open to public historians, you can reflect onwhich direction is most in line with your abilities andinterests, and move forward accordingly.

Identify Skill Sets

What skills and tasks do you excel in and enjoy themost? Talk to your current employers or professors inhistory, public history, or museum courses, and anyother mentors you may have, and ask them to tell youwhat they see as your biggest strengths and talents.Think about your personality, too. Do you like towork as a member of a team, or do you prefer moreautonomy? Use the feedback you get to figure out whe

The Jenks Society for Lost Museums. Courtesy of the Brown University Public Humanities program.

Eastern Illinois University student at the Lincoln Log Cabin Historic Site Harvest Frolic.
http://ncph.org/cms/education/graduate-and-undergraduate/guide-to-public-history-programs/http://ncph.org/cms/education/graduate-and-undergraduate/guide-to-public-history-programs/http://ncph.org/cms/education/graduate-and-undergraduate/guide-to-public-history-programs/http://ncph.org/cms/http://about.aaslh.org/home/https://www.goodreads.com/shelf/show/public-historyhttps://www.goodreads.com/shelf/show/public-historyhttp://about.aaslh.org/home/http://ncph.org/cms/http://ncph.org/cms/education/graduate-and-undergraduate/guide-to-public-history-programs/http://ncph.org/cms/education/graduate-and-undergraduate/guide-to-public-history-programs/http://ncph.org/cms/education/graduate-and-undergraduate/guide-to-public-history-programs/


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and how in the field of public history you can applyyour strengths and to determine the arenas in the fieldin which you are most likely to thrive.

Ask about Career Paths

While speaking with current professors or professionalcontacts in the field, you can also ask them to give youinsight into what their career path has been like, in

order to get an idea of where established professionalsstart and how work in the field progresses. Asking foran informational interview can be very helpful. The2002 publication Careers for Students of Historyis a bitdated now, from the standpoint of the digital revolution,but gives useful outlines of career paths and shortbiographical sketches of public historians.

Identify General Career Goals

Before trying to concretely figure out if you want to be

a curator, educational programmer, oral historian, orother specific title in the field, identify general careergoals in stages. Where do you see yourself during thefirst year or two after grad school? Five years, ten years?Do you expect to be employed full time right away, ordo you want to complete a series of fellowships or travelabroad to do contract work? Do you want a job witha clearly defined workday, or would you prefer morefluidity between work and the rest of your activities?

Be Realistic

Make sure you set yourself up for success by settingachievable and reasonable goals and expectations foryourself during and after graduate school. Look intohiring and promotion timelines in a range of publichistory jobs, find out what the experience requirementsusually are for entry-level jobs, and examine expectedsalary ranges. Knowing these things can equip you withinformation you need to set reachable and productivegoals for yourself as you begin your career.

Examine Your Passions outside of Your Roleas a Professional

Really reflect on and try to identify what interests youas a consumer. Attend museums, historic homes, parkprogramming, or research workshops as a regularmember of the public, and find out what makes youpassionate or what you enjoy the most or thrive at.Focus on the areas that draw you in, in normal contexts,because those are more likely to be a good alignment foryou in a career context.

CONSIDER TYPES OF GRADUATEPROGRAMS

Public History

Public history is an inclusive term, and if you do decidto join the field, you will find that its meaning is often topic of debate. Thereis the definition of public histor

on the NCPH website, which is a good starting point.At its simplest, it is facilitating and understandingthe way the public interacts with history. This caninclude museums, historic sites, oral history, etc. Mostpublic history programs will incorporate traditionalhistory courses with public history courses, as well asinstruction in theory. Public history courses may eitherfocus on the theoretical foundations of public historyand/or the practical skills necessary to practice historyat a museum or historic site. Some programs requirea thesis, a capstone project, or exit examinations.How this division is handled will differ from programto program. What works best for you may dependlargely on your ultimate goal(s). Many public historyprograms will also offer students the opportunity toearn a concentration in a subfield, such as historicpreservation, museum studies, oral history, or archivalmanagement. Consider your responses to the exercisesdescribed in the previous section as you learn aboutprogram options.

Western University public history student intern for the Ontario Heritage Trust.
http://www.historians.org/jobs-and-professional-development/career-resources/careers-for-students-of-historyhttp://ncph.org/cms/what-is-public-history/http://ncph.org/cms/what-is-public-history/http://www.historians.org/jobs-and-professional-development/career-resources/careers-for-students-of-history



History

A traditional history masters degree program will focuson historiography and developing research skills withina particular area of focus (such as womens history,early American history, etc.) You may or may not havethe opportunity to take courses in public history, butgenerally a traditional history degree does not providethe same opportunities to learn public history skills as

studying in a formal public history program. That said,the specific fields or emphases that traditional historyprograms offer are useful to public history activities. Somehistory masters programs do include the option to get acertificate in public history. In addition, the exposure toa variety of research methods, learning to formulate anargument, and engaging with fellow historians are alsovaluable skills in the public history field.

Museum Studies

The field of museum studies is sometimes referredto as museology and encompasses both the practicalskills that are necessary to run museums as well asthe theoretical study of museums. Museum studies isnot necessarily specific to history museums (there arescience and art museums, for example) but insteadteaches general skills including curatorial practice,educational programming, technology, conservation,and preservation. There are masters programs as wellas certificate programs in museum studies. Dependingon your career interests, it may make sense to explore

earning a history masters with a certificate in museumstudies, or a masters in museum studies, withinternships and capstone projects focused on historymuseum work. The important point is that a degree inmuseum studies is very different from a degree in publichistory. Learn the differences, and choose the right fitfor you.

Historic Preservation

Historic preservation focuses on places and objects.

It is an interdisciplinary field that can be studied andpracticed from a variety of perspectives: through apublic history program, a college of architecture, or aschool of planning or even design. Some programs focusmore on National Register of Historic Places projects orcultural landscapes. Others center on conservation ofbuilding materials or offer courses on historical interiordesign. Ideally, a historic preservation program will offera variety of these project opportunities. The PreserveNetwebsiteprovides a helpful listing of current preservation

programs. You should be aware, though, that programhave to pay to be on this list, and therefore it may notinclude all of them. If you are interested in being trainfirst and foremost as a historian, while also learning thskills of historic preservation, you are probably mostinterested in a public history program based in a histodepartment.

Archives and Libraries

Skills and knowledge of archival processes can be verybeneficial to public historians. However, if you want

to specifically pursue a career in archives or libraries,then a master of library science (MLS) degree is almostalways required, especially in the United States. If youare considering a program and/or career outside of theUnited States, it is important to look into the customarrequirements in that particular country. Many publichistory programs include dual MLS options or archivespecializations. If you are a looking to be a librarianor archivist with a strong knowledge of history andhistorical research, a public history program paired wiarchives classes or an MLS degree could be the right

choice for you. A strong historical background will beinvaluable as you assist your patrons and give contextto collections. The Society of American Archivists(inCanada, theAssociation of Canadian Archivists) is agood place to find more information and resources onarchival training.

Digital History

Digital tools and training are now essential for any typeof history graduate degree. Certifications and graduate

University of West Virginia public history students employed by the Monongalia County Courthouse learn

about techniques for document conservation.
http://www.preservenet.cornell.edu/http://www2.archivists.org/gpashttp://archivists.ca/http://archivists.ca/http://www2.archivists.org/gpashttp://www.preservenet.cornell.edu/



programs are emerging in the newly evolving field ofdigital history (often termed digital humanities), whichfocuses on the integration of information technologyand humanities. Even if you do not want to pursuesuch a specialized area of study, skills in digital mediaare increasingly important to public history agencies.Not only is being able to navigate the world of onlineresearch a must for public history students, it is also

necessary to be familiar with skills such as producingonline exhibits, conducting oral histories, managingdigital archives, and utilizing social media. Considerhow well a program will give you the digital tools youneed to work in your desired area of public history. Doesa program include a digital historian on its faculty oroffer courses in digital theory? Look for programs thateither incorporate digital history into courses or offerclasses that focus on specific digital skills.

BEFORE APPLYING

There are many excellent programs in the field ofpublic history, and more continue to emerge, so animportant point of focus when you apply to graduateschool should be identifying which programs are agood fit for you both personally and professionally. Itis also important to consider finances and the locationof the school. Again, the information provided in theNCPH Guide to Public History Programsprovides a headstart on many of the previous and following questions.Some tips for assessing your fit with a graduate program

appear below.

Speak or Meet Directly with the ProgramDirector

Contact program directors and ask to meet with themone on one, in person (if you are within travelingdistance), at a conference, or via phone or video chat.

Ask questions such as those suggested in the MoreQuestions to Consider section later in this guide.

Ask to Be put in Touch with Current andFormer Students

Not only can students give you an honest and realisticperspective about what going through a specificprogram is like academically, they can also give youinsight into the atmosphere in the program amongstudents and between students and faculty. Thesedynamics can be just as important to your success in agraduate program as the academic factors, so it is goodinformation to have. Feel free to look up the program on

various online platforms. What are the students talkingabout on social media?

Research the Course ListingsSee what specific classes a program offers, and askyourself which programs have courses that will allowyou to gain both content knowledge and skill in thespecific parts of the field in which you are interested.Does a given program have classes that will train youin a way that will help you get to your next career goal

Which program is most likely to help you network inthe parts of the field in which you are most interested?

You may even ask professors in the programs if they

would be willing to share a sample syllabus with you fsome of the classes. If you plan to visit a campus durinthe school year, ask if you can sit in on a course.

Consider Finances

As much as we wish it were not the case, finances are ahuge consideration when making educational decisionResearch financial options at each university (are theregrants, assistantships, or tuition waivers?) and see if yocan rule out any schools early in the decision processbecause they simply are not realistic or feasible for you

Reflect on Location

When picking a school, and especially whenconsidering moving for one, keep a few things in mindabout location. Are you able to easily relocate? Wouldpractical items like health care coverage transfer over tyour new location? Are there any family commitmentsor current job obligations that would make it difficultto move if you decided to attend a school farther awayNone of these things need to be deal breakers, but they

Students at grand opening of Museo Urbano. Courtesy of the University of Texas at El Paso.
http://ncph.org/cms/education/graduate-and-undergraduate/guide-to-public-history-programs/http://ncph.org/cms/education/graduate-and-undergraduate/guide-to-public-history-programs/



are good things to consider early on. As many programshave deep relationships with local organizations, it mayalso be a good idea to consider where you would liketo eventually live and work when choosing a program.Even if you dont think you want to have a career in thelocation where you attend graduate school, its always agood experience to live in another part of the countryfrom where you grew up or went to college.

Look at Professors Research and CareerInterests

Find programs with instructors who specialize in thearea you want to pursue, ones who have research orfield experience in the line of work you want to getinto. Who wrote that fabulous book, article, or publichistory report that you really liked? Find out wherethat person is based; maybe you can study or workwith him or her. In particular, look for teachers whoare practitioners of public history themselves. Youwant teachers who dopublic history, not just lectureabout it. Are faculty members actively involved inprofessional organizations in their field, whether anational public history organization (like the NCPH,of course!), a regional museum association, a statewidepreservation nonprofit, or a dynamic local historicalsociety? Professionally active public history practitionerscan make great mentors since they have knowledgetailored to your specific public history niche; they canalso connect you to great opportunities and individuals

in the field. Of course, professors have a myriad ofresponsibilities and many students, so its importantto cultivate relationships with more than one specificprofessor. Look for departments with the potential formultiple mentors depending on your interests and theiravailability.

WHAT WE WISH WED KNOWNBEFORE GOING TO GRAD SCHOOL!

OTHER TIPS AND TRICKS

What Do Programs Look for in PotentialStudents?

Public history programs across the country varyin coursework, requirements, and experiences;however, they all look for similar qualities among theirprospective students. Graduate school is quite theundertaking. As an undergraduate student, sometimesyou hear people describing graduate school as a moreintense version of undergraduate coursework. Whilein some ways that may be true, it is also misleading. In

general, the quality and quantity of work expected fromyou is so much beyond what you did in undergraduateclasses, that, looking back, you will hardly be able tocompare the two. You must be internally motivated antry not to procrastinate.

What Will Help You Stand out to Admission

Committees?

Public history experienceInternships are a great way to gain some experience anto learn what the field is really like. Interning can helpyou gain insights into certain careers and get a feel forthose that really interest you (or those that, after furtheexploration, do not). It also creates great networkingopportunities for future job references. There are manypublic history skills you can learn on the job, ratherthan in a classroom. Internships are a great way todo this, and you should not wait for graduate schoolbefore taking advantage of this opportunity. Finding

a paid internship would be ideal, but be aware thatmany internships, especially for undergraduates,remain unpaid. Even so, you should work with yourundergraduate advisor to try and earn credit hours foryour internship experience.

Volunteering a few hours a week, or even a month,can go a long way toward showing the graduate schooselection committee your dedication to the field. Most

Installation of exhibit at Jekyll Island. Courtesy of Middle Tennessee State University.



public history institutions or cultural organizations runpartially on volunteer labor. Volunteering somewherecan be a great opportunity to try out a new kind ofpublic history job and open your eyes to various kindsof work in the field.

Demonstrated success in undergraduatecoursework

You should be able to demonstrate the successfulcompletion of your undergraduate program. If you didnot do so well in an accounting course or if chemistrygot the best of you, that is okay. We all have strengthsand weaknesses. If it is just a few classes bringing youroverall grade point average down, be sure to highlightyour excellent GPA in your major in your cover letter.However, if it is upper-level courses in your history-related major that bring down your GPA, you maywant to reconsider graduate school at this time. Maybework on your employment record and public history

experience for a year or two and apply then.

Letters of recommendation

Letters of recommendation are an essential part of yourapplication. It can be tempting to ask certain superstarprofessors to write you a letter, and if you know thempersonally, they are a great choice. If you hardly talkedto them or dont have a positive relationship, then thatperson is not the best candidate to write you a letter.Remember that an academic department is principallyconcerned with your ability to complete the degree.

While it is fine to include an additional letter from aworkplace supervisor attesting to your performancethere, most admissions committees want informationfirst and foremost on your academic promise and abilityto handle the rigors of graduate school. Choose yourletter writers carefully, and know that these letters coulddisclose some red flags depending on what is said andwhat is left out about you as a student. Some programseven ask your recommenders to rate your personality,maturity, and ability to communicate.

Your letter may gain particular notice if a professorwrites about you handing in your projects on time,finding internships/volunteer opportunities on yourown, going the extra mile, etc. A successful graduatestudent has to be self-motivated. Ideally, your letterswill mention some of these things about you. If youthink you might take a few years between degrees, askprofessors to write you a letter of recommendationbefore you graduate, to keep on file. If youvealready taken some time off, reconnect with your

former professors and bring them up to date on yourexperiences and aims before they write you a letter.However, if you have been out of school for manyyears and feel that you cant ask professors, it is worthspeaking to your boss or coworkers about what skillsfrom your current job would translate to the academicworld. For example, have you managed any largeprojects, do your job duties include research, or do yo

collaborate with colleagues on a regular basis?

Cover letter/letter of intent/personal statemen

In todays economy, graduate school may soundlike a good way to postpone the job hunt or delayrepaying student loans. However, graduate school is atremendous financial and personal commitment thatshouldnt be done on a whim. You need to reassuregraduate programs that you are serious and committedwhich should be evident in your reasoning for wantingto enter their particular program.

Proofread your personal statement. Share it with yourrecommenders, and ask them to look over it for you.If you are applying to multiple programs, make sureyou tailor each personal statement to that particularprogram. Do not simply change the name of the schooThough these elements of an application are referredto as personal statements, it is often better to thinkof them as professional statements. Its usually bestto avoid narratives about grandparents, childhoodencounters with museums, and your general passionfor history. The best statements convey what it is abouthe past that you find most compelling or how you seeyourself engaging with history in the future, what yourcareer aims are, and why the program in question is thbest place for you to obtain the specific training youneed to reach those goals.

Demonstrated research and writing skills

Public historians are trained to be historians. The samebasic research, analysis, and writing skills that are part

of training a historian are at the forefront of publichistory programs. The best programs will then trainyou to apply these skills into projects with real worldapplication. Mentioning in your rsum or cover letterany publications, exhibit text, professional blog posts, public writing that you have completed is a good way highlight these skills.

GRE scores

Your scores on the Graduate Record Exam (GRE) areimportant (and expensive), so study! While most



humanities majors have a solid vocabulary and writingabilities, many havent taken math classes since theirfreshman year of college. As the quadratic formula isntsomething you use every day, make sure you brush upon the basic formulas. You dont have to rock the mathsection, but you do have to make sure that it doesntsend a red flag.

GRE scores sometimes help decide whether or nota program funds you. You are in competition witheveryone applying to your program or maybe all thegraduate programs at the campus. Therefore, if youwant a better shot at having your graduate school costsfunded, make sure that you do study. There are a rangeof resources available to help. Remember that scores doexpire, so if you already took the test, make sure thescores are still valid.

Making Public History Your Second, Third,

Fourth CareerPublic history cohorts are comprised of a diverse groupof people. Making public history your career later in lifeis common. If you have been out of school for years,make sure you especially study for your GRE and maybetake a few courses at the university you want to attendbefore you even apply. That will help you get your feetwet in the academic world again and allow you get toknow a few professors who can potentially write youup-to-date and relevant letters of recommendation.

Also, you chose to make a career switch for a reason;probably you have participated in the field throughvolunteering or serving on a committee, board, etc. Youhave relevant experiences, so make sure you highlightthese and that you brainstorm ways to make your firstcareer relate to the public history world. Some publichistory programs prefer second-career students to thosefresh out of college.

MORE QUESTIONS TO CONSIDER

These are questions that you can ask and think aboutwhen you review program websites, talk with programdirectors, and/or visit campuses. Some of these arediscussed in depth later in section two of this report,Thriving as Public History Graduate Students. Youmay not be able to learn the answers to all of thesequestions, but considering them, balanced against yourown goals, can help you choose a graduate program.

What Is the Average Time It TakesCandidates to Graduate?

Be sure to check out the track records of the programsyou are considering. Coursework may take one ortwo years. Then there may be an internship, capstoneproject, or thesis. Some programs may take one year fopeople to graduate,; others may take three or four yearwhile some people never graduate. Most M.A. program

in public history are two years in length. If you arefortunate enough to be offered funding, the fundingpackage may be limited to the standard time-to-degreefor the program.

What Is the Average Amount of DebtStudents at This Program Incur?

Public history isnt a field you enter to get rich. It isessential to make a cost-benefit analysis by comparinghow much you will earn in the future against how mu

debt can you afford to take on now. This is an exampleof a question that may be difficult to answer, as it oftenisnt tracked. However, it is essential to consider thefinancial implications and compare programs to seewhat makes sense for you personally. What type offunding is available at the programs you are looking atHow much is an average credit hour? See more on cosbenefit analysis in section two of the guide.

What Is the Starting Pay of Entry-Level Jobin Your Desired Field?

Start looking at job advertisements nowfor the kinds ofpositions you want. See what they ask for and then findout if the program will help you gain those skills. Use thoads and look at how much entry-level jobs pay. Salarysurveys offered by professional associations can providehelpful information. This is important when consideringthe aforementioned student loan debt and knowing whatto expect for future advancement in the field.

American University students pause in moving a portrait of a judge during a project for a federal courthous



What Are the Job Placement Rates of aProgram?

Programs may not track this specifically, but they shouldknow generally how their recent alumni fare a yearafter graduation. Do program faculty and staff use theirnetworks to help new graduates navigate the highlycompetitive job market? Do they provide help buildinga strong rsum, searching for job finding resources, or

marketing their students? If program directors have noidea how their graduates are doing, then consider that ared flag.

How Much Practical Experience Does aProgram Offer?

Look for programs that integrate hands-on practicalexperience with classroom learning. Is there aninternship requirement? Are students funded throughgraduate assistantships in public history agencies,not just as teaching assistants in history courses? Dostudents take on real-world projects within their classes?Can you write an applied thesis or do a capstoneproject? Does the curriculum take advantage of localresources and community partnerships? What kinds ofprojects have the faculty worked on?

What Is the Sense of Community like among

Students in the Graduate Program?

Are students supportive of each other? Does theprogram help first years acclimate to graduate life?How is the overall stress level and mental health in theprogram? You might find talking to former or currentstudents will give you the best insight into these issues.

LIST OF RESOURCES

NCPH is your go-to organization for public historyresources. Check out our websiteand blogto get a feelfor the field of public history.

Public History Information

National Council on Public History. Guide to Public HistoryPrograms. http://ncph.org/cms/education/graduate-and-

undergraduate/guide-to-public-history-programs/.

. What is Public History?http://ncph.org/cms/what-is-publhistory/.

Weible, Robert. Defining Public History: Is It Possible? Is ItNecessary? Perspectives on History, online content (March 2008).http://www.historians.org/publications-and-directories/perspectivon-history/march-2008/defining-public-history-is-it-possible-is-inecessary.

General Graduate School Information

Bingmann, Melissa. Advising Undergraduates about CareerOpportunities in Public History. Perspectives on History, onlinecontent (March 2009). http://www.historians.org/publications-and-directories/perspectives-on-history/march-2009/advising-undergraduates-about-career-opportunities-in-public-history.

Hanson, Kelly. How to Talk to Prospective Students. GradHackeblog (March 23, 2014). https://www.insidehighered.com/blogs/gradhacker/how-talk-prospective-students. Five things to considerbefore going to graduate school.

Kuther, Tara. What Do Grad Schools Look for in Students?Abou

Education. http://gradschool.about.com/cs/miscellaneous/a/want.ht

Schulz, Constance, Page Putnam Miller, Aaron Marrs, and KevinAllen. Careers for Students of History(2002). http://www.historiansorg/jobs-and-professional-development/career-resources/careers-fstudents-of-history.

Stackhouse, John. Should You Write a Masters Thesis?(October 152008). http://www.johnstackhouse.com/2008/10/15/should-you-write-a-masters-thesis/.

GRE Preparation

Educational Testing Service. GRE Information. http://www.ets.org/g

World Food Programme. Free Rice. http://freerice.com/#/english-vocabulary/1504. Vocabulary practice.

Graduate School Personal Statements

Purdue University. Writing the Personal Statement. Online WritiLab. https://owl.english.purdue.edu/owl/resource/642/01/.

West Virginia University Historic Site Interpretation class visits Washingtons Headquarters at Valley Forge.
http://ncph.org/cms/http://publichistorycommons.org/about/about-history-at-work/http://ncph.org/cms/education/graduate-and-undergraduate/guide-to-public-history-programs/http://ncph.org/cms/education/graduate-and-undergraduate/guide-to-public-history-programs/http://ncph.org/cms/what-is-public-history/http://ncph.org/cms/what-is-public-history/http://www.historians.org/publications-and-directories/perspectives-on-history/march-2008/defining-public-history-is-it-possible-is-it-necessaryhttp://www.historians.org/publications-and-directories/perspectives-on-history/march-2008/defining-public-history-is-it-possible-is-it-necessaryhttp://www.historians.org/publications-and-directories/perspectives-on-history/march-2008/defining-public-history-is-it-possible-is-it-necessaryhttp://www.historians.org/publications-and-directories/perspectives-on-history/march-2009/advising-undergraduates-about-career-opportunities-in-public-historyhttp://www.historians.org/publications-and-directories/perspectives-on-history/march-2009/advising-undergraduates-about-career-opportunities-in-public-historyhttp://www.historians.org/publications-and-directories/perspectives-on-history/march-2009/advising-undergraduates-about-career-opportunities-in-public-historyhttps://www.insidehighered.com/blogs/gradhacker/how-talk-prospective-studentshttps://www.insidehighered.com/blogs/gradhacker/how-talk-prospective-studentshttp://gradschool.about.com/cs/miscellaneous/a/want.htmhttp://www.historians.org/jobs-and-professional-development/career-resources/careers-for-students-of-historyhttp://www.historians.org/jobs-and-professional-development/career-resources/careers-for-students-of-historyhttp://www.historians.org/jobs-and-professional-development/career-resources/careers-for-students-of-historyhttp://www.johnstackhouse.com/2008/10/15/should-you-write-a-masters-thesis/http://www.johnstackhouse.com/2008/10/15/should-you-write-a-masters-thesis/http://www.ets.org/grehttp://freerice.com/#/english-vocabulary/1475http://freerice.com/#/english-vocabulary/1475https://owl.english.purdue.edu/owl/resource/642/01/https://owl.english.purdue.edu/owl/resource/642/01/http://freerice.com/#/english-vocabulary/1475http://freerice.com/#/english-vocabulary/1475http://www.ets.org/grehttp://www.johnstackhouse.com/2008/10/15/should-you-write-a-masters-thesis/http://www.johnstackhouse.com/2008/10/15/should-you-write-a-masters-thesis/http://www.historians.org/jobs-and-professional-development/career-resources/careers-for-students-of-historyhttp://www.historians.org/jobs-and-professional-development/career-resources/careers-for-students-of-historyhttp://www.historians.org/jobs-and-professional-development/career-resources/careers-for-students-of-historyhttp://gradschool.about.com/cs/miscellaneous/a/want.htmhttps://www.insidehighered.com/blogs/gradhacker/how-talk-prospective-studentshttps://www.insidehighered.com/blogs/gradhacker/how-talk-prospective-studentshttp://www.historians.org/publications-and-directories/perspectives-on-history/march-2009/advising-undergraduates-about-career-opportunities-in-public-historyhttp://www.historians.org/publications-and-directories/perspectives-on-history/march-2009/advising-undergraduates-about-career-opportunities-in-public-historyhttp://www.historians.org/publications-and-directories/perspectives-on-history/march-2009/advising-undergraduates-about-career-opportunities-in-public-historyhttp://www.historians.org/publications-and-directories/perspectives-on-history/march-2008/defining-public-history-is-it-possible-is-it-necessaryhttp://www.historians.org/publications-and-directories/perspectives-on-history/march-2008/defining-public-history-is-it-possible-is-it-necessaryhttp://www.historians.org/publications-and-directories/perspectives-on-history/march-2008/defining-public-history-is-it-possible-is-it-necessaryhttp://ncph.org/cms/what-is-public-history/http://ncph.org/cms/what-is-public-history/http://ncph.org/cms/education/graduate-and-undergraduate/guide-to-public-history-programs/http://ncph.org/cms/education/graduate-and-undergraduate/guide-to-public-history-programs/http://publichistorycommons.org/about/about-history-at-work/http://ncph.org/cms/



SECTION 2: THRIVING ASPUBLIC HISTORY GRADUATESTUDENTS

GOING THE EXTRA MILE

Choosing the best public history program for you isthe first step in the journey to a rewarding profession.

While finishing a graduate program fulfills certain careerrequirements, a diploma alone does not guarantee a

job! Personal effort put into the process, both within theprogram and beyond it, ultimately equips you with skillsets desirable to employers. Every program and degreeincludes certain requirements, but exactly what studentsget out of graduate school is ultimately up to them.

Just as undergraduate courses required more studentinitiative than high school, so graduate school willplace even more responsibility on students. Advisorsand professors will certainly be there to aid you, butgraduate students must take the lead in shaping theireducation and developing their skill sets.

Following are several suggestions for going the extramile and ensuring a successful graduate experience.This is a brief guide, with some things to consider. Besure to check out the links weve put at the end, whichprovide even more tips!

GAINING PUBLIC HISTORY

EXPERIENCECourses with Real-World Application

If youve chosen a program with a strong public historyemphasis, there should be plenty of courses availableto acquire experience through a classroom setting.Most often these courses combine classroom learningwith real-world application and usually require a finalproject. Such courses are great opportunities to broadenyour knowledge of public history, immerse yourself ina particular subject, and even venture outside of your

comfort zone. Try to build and refine skills in eachclass: the more diverse, the better. Be sure to add theseprofessional projects/products to your rsum.

Independent studies may be another way to pursuepublic history experience if a program offers limitedcourses or if you have found a project that you wantto explore in depth. For example, you might use anindependent study to do background research for anexhibit with a partner organization. Or you may use it

as an opportunity to gain a specific skill that is not parof the regular curriculum and that you then showcase a final product you can list on your rsum. However,you must have departmental approval and a competenmentor, if you want course credit. If working withan outside organization, make sure the terms of yourproject are clearly communicated. The possibilities areonly limited by what you can sell your advisor on.

Public history is inherently interdisciplinary, so it isentirely appropriate to take a course outside of yourdepartment, if permitted. Students may considerGeographic Information Systems (GIS), businessor public administration, historical archaeology,architectural history, library science, land-use planningmuseum studies, education, recreational tourism, orother classes. However, students will have to clear thiswith their primary advisor and the professor offering thcourse. Graduate courses may require prerequisites.

Even in courses without obvious field experience,students should think broadly about how they mightapply to public history settings.

Making the Most of Courses on Theory orwithout Field Experience

Finding the balance between a strong theoreticalframework and practical skills is tricky but essential todeveloping into an effective public historian. Graduateschool is your main opportunity to go deeply intocertain regions and/or time periods and to learn ways

University of North Alabama student presents at a joint UNA and Tennessee Valley Historical Society event



of thinking that you will apply later on in your career.During school, keep in mind how you would applythis knowledge in the field. Making these connectionsyourself will help you stand out and gain criticalthinking skills. If youre having trouble finding waysto apply these skills to your public history interests,ask a mentor for help. Many professors will be gladto allow public history students to add an additional

component to research papers. Remember, you will alsohave opportunities to perform practical applicationsthrough internships, on-the-job training, or professionaldevelopment.

Field School

Field schools are group-based learning processesthat typically involve traveling to a specific site andworking on a project for a set period of time. Theseare great opportunities to get hands-on experience, forexample at an archaeological dig or preservation site.Some programs offer field schools during the summerthat are often immersive, fast-paced, and engage withcommunities. These can be locally or regionally focusedor have international reach. Usually, each studentperforms a duty or is responsible for one aspect ofthe project.

Thesis or Final Project

If a traditional academic thesis is a requirement for yourdegree, find ways to connect it to public history. Engage

with the community where you are doing research.Share your findings via social media networks. Writeabout how your research has broader applicationson the public history field. More than that, beingable to complete a sustained research project like athesis demonstrates your ability as a project manager,particularly if you have dealt with research funds, travel,and/or local communities. You may have to make thisconnection explicit in interviews and cover letters, but itis valuable experience.

At the same time, remember that a thesis is a projectwith deadlines like any other, and be careful notto get too bogged down in the process. If possible,strategically use your other courses or seminar papersto work toward the historiography, research, and/orwriting of your thesis. If this isnt possible, dont sweatit too much; remember that a master's is not a specialistdegree and acquiring broad knowledge of history shouldbe one of your goals. Finding a balance between speedand content is key. As James Thurber, one of the most

popular humorists of his time, said, "Don't get it right,get it written." Students seldom think theyve done aperfect job, and that is OK. The goal is to earn yourdegree. The best thesis is a finished thesis.

Internship

Internships are critical opportunities to gain professionexperience during graduate school. Some programs offinternships as part of their requirements or may have

established relationships with local institutions willingto take on an intern. If your program doesnt requirean internship, find one anyway. It doesnt have to be oyour transcript to count professionally. An internshipmay not lead to a job at that particular organization, buit should help you gain the skills, tap into a network,and learn the language of the industry that is essentialfor the job search. More importantly, internships willhelp you discover your strengths and weaknesseswhyou like and what you do notto help narrow your

job search.

However, a word of caution is necessary. Organizationshave increasingly turned to college students for cheaplabor without giving sufficient thought to how thesenew professionals might grow and contribute to thefield. Students must also take a hard look at theircurrent financial situation and work out an arrangemethat will meet their needs and not necessarily createmore debt. When seeking internships, look fororganizations that value interns. One indication is if a

Public history students from Stephen F. Austin State University cleaning a tombstone during a restoration

workshop.


12/17THE PUBLIC HISTORY NAVIGATOR |

position is paid. Interns should be compensated in somewayeither monetarily or in-kind (e.g., housing andtravel). Always search for paid work first, and if youcant find a paid (or in-kind) situation that works foryou, dont get stuck doing endless volunteering. Whilevolunteer internships are not ideal, supplementing yourcoursework with some type of real world experienceremains a good idea.

In the ideal internship experience, the student learnsunder the guidance of someone who knows moreabout the process than the intern does. If you areexpected to provide the expertise, consider that ared flag. No matter your pay status, make sure thatthe intern supervisor has an appropriate backgroundand will be a genuine mentor. Good mentoring meansassigning projects that support professional growth andmatch your interests, contributing to your personalprofessional network, and offering career guidance such

as rsum review. This person should be a valuablereference when you leave. Remember, too, that thisis a professional experience and that your internshipsupervisor expects you to do your job and behaveprofessionally. If you arent sure what that means, ask!

While many public history students go into internshipswishing to gain experience in a specific discipline(such as museum studies or historic preservation), donot forget to be open minded and to acquire essentialtransferable job skills, such as administration, grantwriting, customer service, etc. It is a good idea to beginan internship as soon as possible and to try multiplepositions in various work environments during thelength of your program. Even if you end up workingwith the same organization, work on different kinds ofprojects, if you can.

Graduate Assistantships

Some programs offer graduate assistantships to helpstudents pay for their education. These generally requia twenty-hour-per-week work commitment. Manyhistory programs offer teaching assistantships, but sompublic history programs are able to offer assistantshipsthat are more public history oriented. Either way,teaching assistantships can be valuable exercises in how

to present information and understand historical topicThey offer a great way to acquire or hone professionalexperience while you are in school and help cover somof the expense. Look for programs with regular graduaassistantships that might suit your interests.

Dont be afraid to ask for a different assistantship, ifthere is something that you want to learn. The programmay not be able to accommodate you, but so long asyou demonstrate professional courtesy, you dont loseanything by asking. If possible, work at a variety ofassistantships to help develop transferable skills that caprepare you for many different types of jobs and giveyou a broad skill set.

PROFESSIONAL DEVELOPMENT

Networking

While the NCPHjob boardis indispensable, somejobs are not even advertised. So how do you find thesepositions fresh out of graduate school? Networking!

It is important to build reciprocal relationships withpeople in the field throughout your graduate schoolexperience. For instance, build a cohort among yourgraduate school colleagues, because you may work witthem again one day. Seek to meet people outside yournormal group, especially those actively working in anarea that you hope to enter. Joining and participatingin professional organizations is one way to connect.NCPH and most other associations offer studentmemberships at a discount and have specific resourcesand committees for students and new professionals.

Other useful groups are alumni associations andlocal organizations (such as statewide preservation ormuseum groups).

If you find someone working a job that you areinterested in, ask for an informational interview. Thismay mean making a cold call or asking a mutualacquaintance for an introduction. Offer to buy thisperson coffee or lunch. If interviewees are far away, askfor a phone conversation. Be prepared to ask a series o

University of North Carolina Greensboro professor and students assembling Past the Pipes: Stories of the Terra

Cotta Community, 2013 winner of the NCPH Graduate Student Project Award.
http://ncph.org/cms/careers-training/jobs/http://ncph.org/cms/careers-training/jobs/



questions about their jobs and how to get involved intheir organizations or line of work. You may ask abouttheir hiring cycle, but do not ask for a job! Alwaysfollow up with a thank you note and offer ways that youmight be of assistance, either now or in the future. Youmay want to follow up again in a few months if you arestill looking for a job. They may refer you to someoneelse, and that is how you grow your professional

network.

While it is helpful to cast a broad net while networking,it is more important to build quality relationships withpeople. You need a handful of people in your cornerthat will pass along opportunities to you or recommendyour name to a hiring official.

Mentors

Its good to have guidance at all stages of your career.This means that you will likely have many mentorsthroughout your life. In graduate school, your advisoror some other professor should be a mentor to you.This means that he or she should provide constructivefeedback when necessary and help you throughyour degree. Dont limit your mentor search to onlyprofessors in your department. For example, faculty inmuseum studies, philanthropic studies, or anthropologymay share many of your interests and make helpful

contributions to your professional growth. If you intendto have a career outside of the academy, you should lookfor people in your field who can also provide feedback,introduce you to their networks, and provide careerguidance. Often these relationships happen organicallyand evolve as people grow and move on to differentthings.

Dont forget about the resources of people further alongin the program than you are! It is very rare that you

are the first to encounter a particular difficulty or notget along with a certain professor. Students who havebeen there longer can help you handle these situationswith grace, as well as providing tips on navigating thesometimes confusing program requirements. Dontlet all of your free time with other students turn intoventing. Some of that is needed (of course!), but findpeople who work toward solutions. Remember, too,

that those who are now your peers may someday be insituations to provide recommendations, whether officior not, for you.

Conferences

Conferences are a great way to expand your network,build your rsum, and learn about cutting-edgescholarship and practice. Potential employers will likelwant to see participation in professional organizations.For emerging professionals, conferences are a greatway to get your name out there and engage with otherdoing similar work. In addition to conferences hostedby NCPH, theAmerican Association for State and LocaHistoryannual meeting is another event that alignsclosely with public history and provides an engagingenvironment for new conference-goers. Check out wayto get involved with regional associations of historiansmuseum professionals, and archivists. Presenting atconferences can be stressful, but there are many waysto ease into it. First, graduate student conferences areusually safe venues for first-time presenters. NCPHs

annual meeting is graduate student friendly and offersmany ways for students to present their work, suchas traditional panel sessions, working groups, or thepopular poster session. Conferences also offer lots ofways beyond presenting to get involved and connectedin the field, so even if you do not give a presentation,attending has many benefits. Regional conferencesare also valuable for networking, especially if youare interested in working in a particular geographiclocation.

Developing a Personal BrandToday your online presence plays a critical role indetermining your personal brand. Many employersturn to the Internet when hiring for a new position.Public historians on the job market find that havingan online presence can help in the search by providinga readily digestible professional version of themselvesthat they can show future employers. This can be donethrough a variety of social media websites, includingLinkedIn, Twitter, Facebook, academia.edu, Tumblr,

Indiana University Purdue University Indianapolis public history students on historic preservation tour of

Monument Circle in downtown Indianapolis.
http://about.aaslh.org/home/http://about.aaslh.org/home/http://about.aaslh.org/home/http://about.aaslh.org/home/



and Wordpress. Some public historians create onlineportfolios and use social media accounts to talk aboutrelevant things. Obviously, these accounts need to beprofessional and kept separate from more personalaccounts. However, these are great opportunities forpotential employers to see the whole person, and not

just a rsum. This is important to keep in mind asyou develop a personal brand. Like it or not, most

employers will run an Internet search for your name.Do the same now and then and see what comes up. Youwant to be visible, but also professional.

WHAT WE WISH WED KNOWN INGRAD SCHOOL!

OTHER TIPS AND TRICKS

What Do Employers Look for?

Many of the specific things employers look for canchange. In general, people will want to hire someonewith transferable skills. Highlighting these along withyour experience is key. On the other hand, employersalso want to work with well-rounded, likable people.

While in graduate school, through networking,volunteering, internships, and relationships with yourpeers, try to be easy to work with. Being willing to gowith the flow and cultivating a positive and helpfulwork presence can go a long way. This doesnt meanbeing a pushover; it means listening, responding to

needed changes, and doing high-quality work. Practicegood communication, written and verbal. Not everyoneis outgoing or a people person, but the ability towork as part of a team and communicate effectively is arequirement for any job.

How Long Will It Take Me to Find a Job?

Honestly, it may take awhile. Anecdotally, the averageis about a year. Being limited to a specific locationmakes this process even more difficult, so try to be

as geographically flexible as possible. It is importantto keep in mind that jobs today look quite differentfrom our parents and grandparents generations. It isvery common to have to cobble together differentincomes until landing that single full-time position. Inthe meantime, find more paid internships, work twopart-time positions, or be open to positions outsideyour preferred specialization. Do anything you canto continue to gain new skills and experiences. Beready to be entrepreneurial; you might need to lookfor ways to help an institution create or maintain

your position. Look for work in a wide range ofnonprofit organizations and be open to positions ineducation, events, or outreach depending on your goalNonprofits, corporations, and public agencies all requiskills that public historians can provide. Sometimespeople find steady work in a field outside of publichistory and can then afford to do part-time work orvolunteer in the field before transitioning into full-time

positions. Be flexible and open; this is why cultivating wide range of skill sets and experience is key.

Cover Letters and Rsum Tips

Be sure to check out the List of Resources later inthis section for more complete advice and examples.Dont be too flowery and never apologize or highlightsome skill that you dont have. Send your drafts out toseveral professors and professionals to get their take.

Some of the advice might conflict, and that is OK;choose what works best for you. Remember to showthe skills that you have through examples. Just saying manage people well doesnt mean anything to potentiemployers. Saying something like When workingon projectx, I coordinated the efforts ofynumber ofpeople while balancing the budget showsemployersthat you manage people well. Most importantly tailorthe application documents for each job. When you areready to send these documents out, if you are emailing

Western Carolina University students at the Mountain Heritage Center in Cullowhee, North Carolina.



them, it might be a good idea to send the documents asPDFs in order to maintain all of that careful formatting.Though, as always, double check the applicationpreferences and do what they require.

Getting a Good Reference

Try to hunt for internships and jobs ahead of time. Thisisnt always possible, but remember that your professor

and professional mentors arent obligated to pull an all-nighter to write you a reference. Anything less than twoweeks from when you send the request is a rush job andshould be avoided. Acknowledge that when you ask.

Ask people with whom you have worked closely andwho understand the field.

Make it easy for the folks you want to give you areference by sending them the job advertisement, yourrsum, and your cover letter (both ready to go for this

job). Tell them when you will need the letter and if thereis anything youd like for them to emphasize. If youwont need a letter, but the people recommending youmay be getting a phone call, still send them all of theabove information, and let them know when they mightexpect a phone call. Most folks are more than happy toprovide references, but it is unpaid work on their part.Be sure to thank them!

Mental and Emotional Health

Unfortunately, stress and anxiety are often a commonpart of graduate school. It is often difficult, butimportant, to find a way to prioritize different pressuresand keep a balanced perspective for your emotional andmental health.

All campuses should offer some sort of counseling

services, even if they arent advertised specifically tograduate students. Some campuses and programs willhave various formal and informal support groups; somwill not. Be sure to find out what is available at yourschool and dont be afraid to create a system of yourown! Writing groups, graduate student associations, oreven having a monthly meet-up with your cohort help

Avoid burnout by pursuing interests and hobbiesoutside of school. Try new things. Actually take timeto explore the new city you moved to or pursue otheractivities. Remember, physical health is tied to mentalhealth. Be kind to your body by eating well and gettingenough sleep. Engage in healthy stress relievers likeexercising or meditating.

Your fellow graduate students can be a great supportgroup during your program. However, it can be easy tostay wrapped up in school. Talk about things other tha

school with your cohort! Have a code word for whenits time to change the subject, if you must. (Seriously.)

When you look back years later, you wont rememberthe intense discussions of theses and methodologies buthe laughs and fun adventures you had.

Cost-Benefit Analysis

Graduate school is expensive, and few of us can affordto ignore this practicality. Historians never make the bibucks to justify mountains of debt. Loan money comes

fairly easily, but try to get as little as possible. Thinkcarefully about what you really need and what makesthe best sense for your financial situation. Very few jobin public history, even professorships, will pay enoughat the outset to help you make much progress on payinthese loans. Large loan payments will make those entrylevel salaries feel even smaller.

Navigating Academia

As you know by now, graduate school is just asdifferent from undergraduate as that was from highschool. You will hopefully form closer relationshipswith your professors, which will benefit you both.Some of them may even become your friends, butremember that things dont start out that way. Animportant part of graduate school is developing yourprofessional communication skills. Approaching emailprofessionally is essential. Follow proper etiquette byincluding a subject, offering proper salutations, andproofreading your message. When you talk to and emayour professors, err on the side of formality unless they

Youngstown State University public history students visit Italy.



ask you to do otherwise. If you need something froma professor, ask clearly, recognize that youre askingfor a favor, and give him or her a deadline. Just likeyou, professors tasks pile up, and tasks without harddeadlines often get pushed to never. You can be clear

and specific while still being courteous. For example,you might say, Id like to talk to you about my project.Do you have time on Monday afternoon? If not, whenworks for you?

Graduate school is a job, but with significant differencesfrom traditional careers. Use this time to furtherdevelop and refine important skills such as timemanagement and multitasking. Remember, youll needletters of reference from your mentors, supervisors,and professors. Develop professionalism. If you arentsure how to do those things or arent sure what worksfor you, ask a mentor and check out the links weveprovided. This also means that you will probably needto explain to family and friends the unique pressuregraduate school places on your time. While yourschedule may be more flexible than with a traditionalfull-time job, you will have to set limits in order to besuccessful. For example, integrate set hours for studyingor writing into your daily schedule and stick to it!

At the same time, graduate school is not like a job,because it is one of the few times that you will be ableto really dig deeply into subjects that you love. Embraceand enjoy the theoretical side of your coursework andthe luxury of thinking deeply about a topic. It can beeasy to push readings and projects to the last minuteespecially if you are also working and/or have a familybut try to make the most of the time. Remind yourselfthat you chosethis and try to enjoy the reading andresearch. It may not seem like it, but you really do haveenough time. Make the most of it!

LIST OF RESOURCES

Websites like Inside Higher Edand its GradHackerblogprovide great resources for navigating graduate school.

General

Croxall, Brian. An Open Letter to New Graduate Students.Chronicle of Higher Education, online content (August 19, 2010).http://chronicle.com/blogs/profhacker/an-open-letter-to-new-

graduate-students/26326.

Gallagher, Kaitlin. Envy in Grad School. GradHacker, blog(September 30, 2013). http://www.insidehighered.com/blogs/gradhacker/envy-grad-school. On dealing with the competitive naturof graduate school.

Hanson, Kelly. Student or Professional? GradHacker, blog(October 15, 2013). https://www.insidehighered.com/blogs/gradhacker/student-or-professional?

Hyman, Jeremy S. and Lynn F. Jacobs. 18 Etiquette Tips forE-mailing Your Professor. U.S. News and World Report, online

content (September 30, 2010). http://www.usnews.com/educationblogs/professors-guide/2010/09/30/18-etiquette-tips-for-e-mailinyour-professor.

Shimabukuro, Karra. Thrive Not Survive. GradHacker, blog(March 30, 2014). http://www.insidehighered.com/blogs/gradhacker/thrive-not-survive.

Job Application Advice

American Association for State and Local History.AASLH CareerCenter. http://about.aaslh.org/career-center/. Includes sample coverletters and rsums.

Aujla, Dev. 50 Ways to Get a Job. http://50waystogetajob.com/.

Guerrero, Aaron. 8 Great Questions To Ask During A JobInterview. U.S. News and World Report(June 24, 2014). http://wwbusinessinsider.com/best-job-interview-questions-2014-6.

Kelsky, Karen. Why Your Job Cover Letter Sucks (and What YouCan Do to Fix It). The Professor Is In(May 17, 2013). http://theprofessorisin.com/2013/05/17/why-your-job-cover-letter-sucks

Kuther, Tara. How to Prepare Your Curriculum Vitae.AboutEducation. http://gradschool.about.com/cs/curriculumvita/a/vitaehtm.

Silverberg, Michael. How to Write a Cover Letter, According toLeonardo da Vinci. Quartz(July 18, 2014). http://qz.com/23482how-to-write-a-cover-letter-according-to-leonardo-da-vinci/.

Online Presence

The Ins and Outs of a Professional Academic Website. TheProfessor Is In(February 7, 2012). http://theprofessorisin.com/2012/02/07/the-ins-and-outs-of-a-professional-academic-website-guest-post-2/.

SUNY Brockport student explaining an exhibit he curated to the Dean of Graduate Studies.
https://www.insidehighered.com/https://www.insidehighered.com/blogs/gradhackerhttp://chronicle.com/blogs/profhacker/an-open-letter-to-new-graduate-students/26326http://chronicle.com/blogs/profhacker/an-open-letter-to-new-graduate-students/26326https://www.insidehighered.com/blogs/gradhacker/envy-grad-schoolhttps://www.insidehighered.com/blogs/gradhacker/envy-grad-schoolhttps://www.insidehighered.com/blogs/gradhacker/student-or-professional?https://www.insidehighered.com/blogs/gradhacker/student-or-professional?http://www.usnews.com/education/blogs/professors-guide/2010/09/30/18-etiquette-tips-for-e-mailing-your-professorhttp://www.usnews.com/education/blogs/professors-guide/2010/09/30/18-etiquette-tips-for-e-mailing-your-professorhttp://www.usnews.com/education/blogs/professors-guide/2010/09/30/18-etiquette-tips-for-e-mailing-your-professorhttps://www.insidehighered.com/blogs/gradhacker/thrive-not-survivehttps://www.insidehighered.com/blogs/gradhacker/thrive-not-survivehttp://about.aaslh.org/career-center/http://50waystogetajob.com/http://www.businessinsider.com/best-job-interview-questions-2014-6http://www.businessinsider.com/best-job-interview-questions-2014-6http://theprofessorisin.com/2013/05/17/why-your-job-cover-letter-sucks/http://theprofessorisin.com/2013/05/17/why-your-job-cover-letter-sucks/http://gradschool.about.com/cs/curriculumvita/a/vitae.htmhttp://gradschool.about.com/cs/curriculumvita/a/vitae.htmhttp://qz.com/234824/how-to-write-a-cover-letter-according-to-leonardo-da-vinci/http://qz.com/234824/how-to-write-a-cover-letter-according-to-leonardo-da-vinci/http://theprofessorisin.com/2012/02/07/the-ins-and-outs-of-a-professional-academic-website-guest-post-2/http://theprofessorisin.com/2012/02/07/the-ins-and-outs-of-a-professional-academic-website-guest-post-2/http://theprofessorisin.com/2012/02/07/the-ins-and-outs-of-a-professional-academic-website-guest-post-2/http://theprofessorisin.com/2012/02/07/the-ins-and-outs-of-a-professional-academic-website-guest-post-2/http://theprofessorisin.com/2012/02/07/the-ins-and-outs-of-a-professional-academic-website-guest-post-2/http://theprofessorisin.com/2012/02/07/the-ins-and-outs-of-a-professional-academic-website-guest-post-2/http://qz.com/234824/how-to-write-a-cover-letter-according-to-leonardo-da-vinci/http://qz.com/234824/how-to-write-a-cover-letter-according-to-leonardo-da-vinci/http://gradschool.about.com/cs/curriculumvita/a/vitae.htmhttp://gradschool.about.com/cs/curriculumvita/a/vitae.htmhttp://theprofessorisin.com/2013/05/17/why-your-job-cover-letter-sucks/http://theprofessorisin.com/2013/05/17/why-your-job-cover-letter-sucks/http://www.businessinsider.com/best-job-interview-questions-2014-6http://www.businessinsider.com/best-job-interview-questions-2014-6http://50waystogetajob.com/http://about.aaslh.org/career-center/https://www.insidehighered.com/blogs/gradhacker/thrive-not-survivehttps://www.insidehighered.com/blogs/gradhacker/thrive-not-survivehttp://www.usnews.com/education/blogs/professors-guide/2010/09/30/18-etiquette-tips-for-e-mailing-your-professorhttp://www.usnews.com/education/blogs/professors-guide/2010/09/30/18-etiquette-tips-for-e-mailing-your-professorhttp://www.usnews.com/education/blogs/professors-guide/2010/09/30/18-etiquette-tips-for-e-mailing-your-professorhttps://www.insidehighered.com/blogs/gradhacker/student-or-professional?https://www.insidehighered.com/blogs/gradhacker/student-or-professional?https://www.insidehighered.com/blogs/gradhacker/envy-grad-schoolhttps://www.insidehighered.com/blogs/gradhacker/envy-grad-schoolhttp://chronicle.com/blogs/profhacker/an-open-letter-to-new-graduate-students/26326http://chronicle.com/blogs/profhacker/an-open-letter-to-new-graduate-students/26326https://www.insidehighered.com/blogs/gradhackerhttps://www.insidehighered.com/


17/17

Mental Health

Fullick, Melonie. Beyond Puppies and Yoga. UniversityAffairs/ Affaires Universitaires(January 17, 2014). http://www.universityaffairs.ca/speculative-diction/beyond-puppies-and-yoga/.

. My Grief Lies All Within: PhD Students, Depression, andAttrition. University Affairs/ Affaires Universitaires(December 14,2011). http://www.universityaffairs.ca/speculative-diction/my-grief-lies-all-within-phd-students-depression-attrition/.

. Student (Mental Health) Problems Are Real Problems.University Affairs/ Affaires Universitaires(December 10, 2012).http://www.universityaffairs.ca/speculative-diction/student-mental-health-problems-are-real-problems/.

The Jack Project. http://www.jack.org/.

McGrath, Laura B. Staying Active in No Time at All. GradHacker,blog (November 14, 2013). http://www.insidehighered.com/blogs/gradhacker/staying-active-no-time-all.

Opening the Dialogue on Mental Health in Grad School for

MIAW. Overworked TA(October 8, 2013). http://overworkedta.blogspot.com/2013/10/opening-dialogue-on-mental-health-in.html.

Research and Writing

Easley-Houser, Arika. The 2-Year Dissertation. InsideHigher Ed(June 11, 2014). http://www.insidehighered.com/advice/2014/06/11/essay-how-finish-dissertation-two-years.

Elmes, John. Tips For Finishing Your PhD Thesis OnTime. Times Higher Education(June 12, 2014). http://www.timeshighereducation.co.uk/news/tips-for-finishing-your-phd-thesis-on-time/2013831.article.

Mewburn, Inger, ed. The Thesis Whisperer. http://thesiswhisperer.com.

Conclusion

Choosing the graduate school and public historyprogram that will suit you best can be an overwhelmingexperience. We hope that this guide helps you moreeasily navigate the process and thrive in the programthat you choose. Over time, the New Professionaland Graduate Student Committee will revise theserecommendations to reflect changes within graduate

school programs and the public history field itself. Welook forward to hearing your feedback and concerns.

NCPH NEW PROFESSIONAL ANDGRADUATE STUDENT COMMITTE

Michelle Antenesse, Co-chair

Theresa Koenigsknecht, Co-chair

Richard Anderson

Kristen Baldwin Deathridge

Jennifer Edwards

Amy Gagnon

Jamie Gray

Jeremy Hatcher

Ben Hruska

Jenny Kalvaitis

Laura McDowell

Mary McPartland

Caroline Muglia

Caitlin Phillips

Angela Sirna

Colleen Walter

Erika Rain Wilhite

Edited by Susan Ferentinos.

2015 by the National Council on

Public History
http://www.universityaffairs.ca/speculative-diction/beyond-puppies-and-yoga/http://www.universityaffairs.ca/speculative-diction/beyond-puppies-and-yoga/http://www.universityaffairs.ca/speculative-diction/my-grief-lies-all-within-phd-students-depression-attrition/http://www.universityaffairs.ca/speculative-diction/my-grief-lies-all-within-phd-students-depression-attrition/http://www.universityaffairs.ca/speculative-diction/student-mental-health-problems-are-real-problems/http://www.universityaffairs.ca/speculative-diction/student-mental-health-problems-are-real-problems/http://www.jack.org/https://www.insidehighered.com/blogs/gradhacker/staying-active-no-time-allhttps://www.insidehighered.com/blogs/gradhacker/staying-active-no-time-allhttp://overworkedta.blogspot.com/2013/10/opening-dialogue-on-mental-health-in.htmlhttp://overworkedta.blogspot.com/2013/10/opening-dialogue-on-mental-health-in.htmlhttps://www.insidehighered.com/advice/2014/06/11/essay-how-finish-dissertation-two-yearshttps://www.insidehighered.com/advice/2014/06/11/essay-how-finish-dissertation-two-yearshttp://www.timeshighereducation.co.uk/news/tips-for-finishing-your-phd-thesis-on-time/2013831.articlehttp://www.timeshighereducation.co.uk/news/tips-for-finishing-your-phd-thesis-on-time/2013831.articlehttp://www.timeshighereducation.co.uk/news/tips-for-finishing-your-phd-thesis-on-time/2013831.articlehttp://thesiswhisperer.com/http://thesiswhisperer.com/http://www.timeshighereducation.co.uk/news/tips-for-finishing-your-phd-thesis-on-time/2013831.articlehttp://www.timeshighereducation.co.uk/news/tips-for-finishing-your-phd-thesis-on-time/2013831.articlehttp://www.timeshighereducation.co.uk/news/tips-for-finishing-your-phd-thesis-on-time/2013831.articlehttps://www.insidehighered.com/advice/2014/06/11/essay-how-finish-dissertation-two-yearshttps://www.insidehighered.com/advice/2014/06/11/essay-how-finish-dissertation-two-yearshttp://overworkedta.blogspot.com/2013/10/opening-dialogue-on-mental-health-in.htmlhttp://overworkedta.blogspot.com/2013/10/opening-dialogue-on-mental-health-in.htmlhttps://www.insidehighered.com/blogs/gradhacker/staying-active-no-time-allhttps://www.insidehighered.com/blogs/gradhacker/staying-active-no-time-allhttp://www.jack.org/http://www.universityaffairs.ca/speculative-diction/student-mental-health-problems-are-real-problems/http://www.universityaffairs.ca/speculative-diction/student-mental-health-problems-are-real-problems/http://www.universityaffairs.ca/speculative-diction/my-grief-lies-all-within-phd-students-depression-attrition/http://www.universityaffairs.ca/speculative-diction/my-grief-lies-all-within-phd-students-depression-attrition/http://www.universityaffairs.ca/speculative-diction/beyond-puppies-and-yoga/http://www.universityaffairs.ca/speculative-diction/beyond-puppies-and-yoga/

Documents

The Public History Navigator 2015 Web