This essay details my experience in developing and teaching a course concerning the history of the National Park Service for students enrolled in Temple University’s ProRanger Program. I offer this account as a pedagogical case study, but also as evidence that educational partnerships between the agency and college classrooms can help us imagine new possibilities for both. Most significant, for the NPS, is the possibility of grooming a new generation of agency advocates at a time when it—and we—need them most.
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© 2016 by The Regents of the University of California and the National Council on Public History
2016
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