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.
NPS History 101: Toward Training a New Generation of Advocates
Seth C. Bruggeman is associate professor of history at Temple University. He is former director of the Center for Public History and currently serves as National Park Service Special Projects Coordinator for Temple’s University College. A graduate of the College of William & Mary’s PhD program in American studies, Bruggeman studies the role of memory in public life, and particularly how Americans have used objects—in museums, historic sites, and other commemorative spaces—to exert control over how we understand the past. His books include an edited volume, Born in the USA:Birth and Commemoration in American Public Memory (2012), and Here, George Washington Was Born: Memory, Material Culture, and the Public History of a National Monument (2008).
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Seth C. Bruggeman; NPS History 101: Toward Training a New Generation of Advocates. The Public Historian 1 November 2016; 38 (4): 190–205. doi: https://doi.org/10.1525/tph.2016.38.4.190
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