Site Visit: The Lowell Milken Center for Unsung Heroes

The Lowell Milken Center for Unsung Heroes in downtown
Fort Scott, KS

The town of Fort Scott is home not only to a National Historic Site, but home to a unique museum. The Lowell Milken Center for Unsung Heroes sits in downtown. It was created as a result of an extraordinary chain of events starting back in 1999. In that year a teacher in Uniontown, KS, near Fort Scott, gave his students an assignment for National History Day. They found a newspaper clipping about a woman, Irena Sendler, who had saved over 2,500 children from the Warsaw Ghetto in Poland during German occupation. As they delved into Irena's story they decided to make a play based on her efforts and highlight her courage and accomplishments. When they discovered that she was still living, they made efforts to contact her and then as time went on, to eventually meet with her. The teacher partnered with Lowell Milken, an international businessman and philanthropist who supported the play called "Life in a Jar" and established the Lowell Milken Center to bring to light unsung heroes from all over the world that teach compassion, respect, and understanding. The Center encourages educators and students to create projects that tell their selected heroes' stories through performances, exhibits, websites, documentaries, or other forms of art medium and share them with the world. Some of these projects receive prizes and further recognition. The new center has many of these former projects and exhibitions on display.

The inside of the Lowell Milken Center

One Unsung Hero project had some resonance with my background. Called the Adam Shoemaker project, it highlighted Adam Shoemaker's influence over a young Abraham Lincoln. Shoemaker was a teacher, preacher, and abolitionist who had settled in southern Indiana, not far from where the Lincolns had their homestead and he preached in the church where the Lincolns attended. Having been to Lincoln's boyhood home and worked at his birthplace, I saw a thread connecting Shoemaker, Lincoln, the Lowell Milken Center at Fort Scott, and myself. Lincoln credits Shoemaker as having an early influence upon his views of opposing slavery.

The Center also highlights the roles of Ken Reinhardt and Ann Williams and their friendship to Elizabeth Eckford. Ms. Eckford was one of the Little Rock Nine who broke the color barrier of segregation by attending the formerly all-white high school in 1957. While not diminishing the courage or the hardships of the Little Rock Nine, the project focused on Reinhardt's hardships being a white student who had to face hatred and discrimination as well from his fellow white students. In spite of peer pressure and intimidation, Ken Reinhardt and Ann Williams, another white student, helped Eckford and other black students in their classes through their year at school before it was shut down.

"What do you stand for?" is a call
to action on the part of the visitor

One of the distinguishing features of the Center was its use of interpretive techniques. While it is informative and illuminating to read and experience the stories of unsung heroes getting a little light to shine in, the heroes each have a simple common theme: they saw something wrong and did something about it. Some of the things they did had great consequences, others had subtle and personal meaning, but all did something that changed the way things were for the better. The main exhibit area charges visitors with an interpretive technique called "Call to Action". A large poster for portraits and selfies asks visitors, "What do you stand for?" Essentially, it overtly asks the visitors what they believe and what they choose to do about it. Faced with an injustice, will the visitors be bystanders or will they act on their beliefs? "Call to Action" is a tremendous interpretive technique that can powerfully conclude an interpretive program and provoke the visitors with the information presented to them in a manner that they must address within themselves. In all the projects the students' pursuit of the stories makes them personal and therefore meaningful projects; there are so many unsung heroes out there, but why they are important to the investigating students is a matter of interpreting those stores in meaningful ways.

Much of the Center exhibits are flat panel pictures and text, which can be wearisome after a while. Big text and pictures and the inclusion of mixed art pieces bring the interest back up; some artifacts are used and some tactile objects are available, but the site has a decidedly 'adult' feel that children may not respond to very well. Indeed, many of the themes of the projects are real world problems that adults and some children have to deal with that can be scary, but by and large, children may have some trouble with the content and presentations of the Center. The Center also utilizes some of the vacant downtown storefronts with standing posters exhibiting other unsung heroes. The Lowell Milken Center is an excellent use of time if people  have a free morning or afternoon to visit while they are in southeastern Kansas and want to know more about the good that is being done around the world, and is an excellent interpretive museum.

You can find more information about the Lowell Milken Center at this link: https://www.lowellmilkencenter.org/

People in the History Field: Chief of Interpretation

What is your name, position, and organization you work for?
My name is Stacy Humphreys and I am the Chief of Interpretation and Resource Management at Abraham Lincoln Birthplace National Historical Park, one unit of the National Park Service.

What does your job entail? What do you do on a daily basis?
In my current position, I oversee the Division of Interpretation at the park. This means Park Rangers you see that greet you at the park's information desk, or give a program to the visitor public; that is the division I supervise. I am also responsible for the care and upkeep of the park's natural and cultural resources. As far as what I do on a daily basis, there are no two days that are alike and that is one of the things I really love about my job! I deal with different things on different days. It can be challenging but that also helps keep my job fresh and enjoyable for me as well.

Abraham Lincoln Birthplace NHP Memorial Building

What other responsibilities do you have? Things that happen weekly, monthly, yearly, or specially?
Besides overseeing the Division of Interpretation, I oversee the daily operations at the Birthplace Visitors Center, Memorial Building, and Boyhood Home Unit of the park. I also oversee the park's Volunteer-In-Parks Program, Education Program, Distance Learning Program, and various special events such as the annual education event called Walk Through Lincoln's Life. I also am the person who hires the seasonal and intern staff for our division so I have to review resumes, conduct interviews, and make reference calls related to this duty. For the Resource Management side of things I do the necessary compliance documentation related to any project that we do here at the park. For example, if there is a ground disturbance involved (especially in sensitive areas) I have to do the proper compliance review and documentation for this. Another exciting thing we are currently working on here at the park is the development and design of the new interpretive exhibits for the future Boyhood Home Unit Visitors Center that is set to open in a few years.

Do you think you need a degree to get this job?
Yes, for most NPS jobs you do need a degree to be hired. My background is History. I have a BA in History and a minor in Business Administration and I have an MA in History with an emphasis in 19th century American Studies, Parks and Recreation, and Public History.

How did you get started in this line of work?

Stacy Humphreys and her mentor, Becky Lyons,
at Gettysburg

I have been a history geek my entire life! I grew up going to Civil War battlefields. So, when I was getting ready to go to college I knew that I wanted to major in history. For many years, one of the favorite vacation spots for my family was Gettysburg National Military Park. One of the Rangers, Becky Lyons (my NPS mentor) pulled me aside one day after she knew I was getting ready to graduate with my BA in History and asked if I had considered being a Park Ranger and working for the NPS. I told her that I had always admired Park Rangers but didn't know how to become one, but I thought that this is something I would like to do. She arranged for me to have an interview with her boss for an internship position at the park for the following summer and that is how my NPS career was started!

How did others get their start? Are there other ways in? There are other ways in! Some start as an intern (such as myself) or park volunteer. Other folks start by working a seasonal job with Interpretation or another division. It's all about getting a "foot in the door" and getting some experience that you can put on a resume.

How do you get a job in your position? What are the steps? In my career, I have worked at 6 different National Parks. I always tell individuals who might be interested in the NPS to be flexible and be willing to move and to take jobs that aren't always your "dream job" but that entry-level job will get you where you want to be!

The symbolic birthplace cabin

How do you progress in this line of work?
I have been blessed to always work in the history field. When I was 18, and the summer I graduated from high school, I was able to get a summer job at a local state park neat where I grew up called Pricketts Fort State Park, located in Fairmont, WV. I worked there summers while I was in college. I started out working in the visitor center and gift shop selling entry passes to the fort, dusting museum cases and making sales in the gift shop. In the 4 summers I worked there, I eventually worked my way up to being a historical interpreter at the Job Prickett House at the park, which is a Civil War era home, The summer I graduated with my BA in History, I worked as a Park Intern at Gettysburg Military Park. I worked there the following summer as a seasonal Park Ranger. When I was getting ready to graduate with my MA, I was offered a job as a Park Guide (permanent!) at Independence National Park and after a short time there I moved on to the National Mall in Washington, DC. I had been offered a Park Ranger position and for many folks this is what you have to do: you have to move around to get different positions/jobs to gain more experience in preparation for your next position within the NPS. After just over a year on the National Mall, I moved on to Fredericksburg and Spotsylvania National Military Park in Virginia. This was a great job as I got to work a 4 major battlefields of the Civil War and I also served as the park's certified Historic Weapons Supervisor. I was able to obtain a working 12 pdr Napoleon cannon [fires a 12 lb. projectile] that we used during living history programs. That cannon was my baby! After 6 years at Fredericksburg, I got my first supervisory position at the Gateway Arch National Park (then called the Jefferson National Expansion Memorial) in St. Louis. I helped oversee the day-to-day operations of the Gateway Arch visitor center including moving visitors to the top of the arch in the tram. After about 2 years there I was offered my current position at Abraham Lincoln Birthplace.

Co-workers

Why do you like this position? What are the benefits? Are these typical? I like the constant changing nature of my job. What I do today, I will probably do different things tomorrow. I also enjoy working with people, both my staff and the visiting public. There are benefits with my job: we get paid vacation and sick leave as well as health and retirement benefits. This is very typical for a Federal Government job.

What do you not like about this position? What are some of the drawbacks? Are these typical? 
As mentioned this is a Federal Government job so there is a bit of bureaucracy and paperwork that goes with it that can be trying at times.

Is this a rapidly growing field? Is it possible to predict future needs for workers in this field? 
As far as is this rapidly growing or future needs: I know the NPS will always need people who are willing to be Park Rangers. As long as you remain flexible and are willing to move and BE PERSISTENT you will probably be able to find some type of job within the NPS.

Do you agree with the phrase: "Knowing what I know now, I would so something differently"? What would you do?
No! Knowing what I know I would still work for the NPS. Now I would probably make a few smaller decisions about certain moves in my career a little differently. But without a doubt, I would still want to work for the NPS!

What would be the best thing you could suggest to someone if they wanted to be a Chief of Interpretation?
1) Remain flexible - you never know what opportunities you may have when you accept a job that's out of your comfort zone

2) Have a Good Sense of Humor! Don't be afraid to laugh at yourself of any situation that you might find yourself in.

3) Be Persistent! I know folks who have sent out 250 job applications just to get a seasonal position. DON'T GIVE UP!

4) Have Fun! Get out and see the country! You can do it by working for the NPS!

Is this a position that you would recommend to others as a line or work to get into?
Yes! I'm not saying its perfect or that I don't get discouraged at times. But it makes me feel good knowing that I'm part of something that is bigger than myself and that I am helping to take care of things and places "for future generations" that will be around long after I am gone. And to help to (hopefully) inspire that next generation of Park Rangers!

A lot of people are concerned about what the pay would be for their jobs, what kind of answer would you give to answer that question?
Currently I'm a GS-11. The GS pay scale is available online so anyone can look it up. Starting out, entry-level Park Ranger or Park Guide would start out at a GS-04 or a GS-05. For an individual this is not too difficult but you have to mind what you spend especially if you live in an urban area. Once you start moving up through the ranks at the GS-07, 09 or 11 then yes, a family of 4 could live off of this pay.

Thank you, Stacy Humphreys, for spending the time to answer my questions!

People in the History Field: Museum Curator of Education

Some fun at our 2017 Young Historians Summer Day Camp

What is your name, position, and organization you work for?
Traci Manning, Curator of Education, Mahoning Valley Historical Society – Youngstown, Ohio

What does your job entail? What do you do on a daily basis?

I oversee all of our public and school programming. We serve nearly 11,000 students and visitors each year with a myriad of programs. I have been in this position for just over six years and in that time I have created a 3-pronged approach to programming – Curriculum Programs, Public Programs, and Family and Youth Programs. The bulk of our work is in PreK-12 Curriculum based programming, serving approximately 6,500 local students and teachers each year. We offer a wide mix of “Suitcase” programs which bring our museum into the classroom. These programs are led by myself or one of the Museum Educators I supervise, aligned to curriculum standards, and are based in interactive learning. We also offer Learning Resource Kits for teachers to borrow, custom program and curriculum development, professional development, and teacher in-service days. Our Public Programs are designed to engage our diverse local audience through exhibit openings, evening lectures, walking tours, lunch and learn programs, workshops, a Speaker’s Bureau, behind-the-scenes tours, and special events. Family and Youth Programs include our popular Summer History Camps, Hands-On-History Open House programs, Scout programs, and other general outreach events in the community.

Pioneer Life Program at Damascus Elementary School

As with many people in similar positions, no day is a normal day. This position offers a huge variety from day to day. One day, I might be out at a school teaching 6-hour long programs to 4^th graders about local Native American history. The next day, I might be speaking to a local club about women’s history during the Civil War. Following that, I might be assisting with exhibit research or attending to more administrative issues such as program scheduling, creating marketing materials, or cleaning our classroom spaces (an on-going thing!)

What other responsibilities do you have? Things that happen weekly, monthly, yearly, or specially?

I have a number of other responsibilities – as many of us who work in medium sized non-profit museums do. Our staff has 9 full-time employees, 7 permanent part-time employees, and 15 part-time paid tour guides. I supervise, train, and evaluate a team of Museum Educators and interns. I serve as our Volunteer Coordinator, interviewing and assigning new volunteers and working to maintain current ones. I do quite a bit of marketing – program flyers, window displays, digital marketing (including social media platforms like Facebook, Twitter, and Instagram), TV and radio interviews, and brochures.

I help with various special events – designing a huge exhibit space for an annual holiday exhibit at our 1905 historic house museum. I also coordinate a massive effort for our largest fundraiser – Cookie Table and Cocktails. I oversee 75+ bakers and coordinate the drop-off and organization of more than 10,000 cookies. I also organize the judging of those cookies with 50 judges in a bracket category system. This responsibility was taken out of necessity as this fundraiser raises more than $20,000 a year for our organization. While it’s one of the busiest things I do, it’s also one of the most fun!

Local Industry Program at Warren JFK Lower Campus

Beyond that, I assist with other things as needed. As a senior staff member, I am involved in our weekend rotation, overseeing our other site - Tyler Mahoning Valley History Center one weekend a month. I represent our organization in a group of other area museums and cultural centers, known as the Mahoning Cultural Collaborative.

Do you think you need a degree to get this job?

Yes. This position is a senior level position and I supervise a number of people. I have a BA in Religion, a MA in Applied History, and a post-graduate certificate in Curriculum and Instruction in Secondary Social Studies Education. Many people in museum work have History degrees, but I found that taking the extra step in Education set me apart.

How did you get started in this line of work?

I started as an intern with the National Park Service. That internship led me to a year-round position that I had for more than 5 years with the National Park Service.

How did others get their start? Are there other ways in?

There are many ways into this line of work, but I think those with the most success are willing to start at the bottom and work their way up. Internships, volunteering, and other entry level positions are very important in building skills and learning the things that a classroom education can never teach.

How do you get a job in your position? What are the steps?

Our American Alliance of Museums site visit for our
reaccreditation in the summer of 2017

Continuing my previous answer, I think the willingness to start at the bottom is important. I understand that not everyone is in a position to work an unpaid internship or a low paying part time job, but I have found that most employers will work with you if you need to schedule around another paid position elsewhere. I have seen many people leave this field for work in the for-profit community or in a completely unrelated field, but those who are able to stick it out eventually find success. It isn’t easy, but I believe it’s worth it if waiting is a possibility for you.

How do you progress in this line of work?

At my current organization, the only potential upward movement would be as our Executive Director, who I directly report to. I am not in a position, currently, to want that level of administrative responsibility. There’s an old saying that the higher you go, the more boring the job. I believe that’s very true. I find that I am teaching less and less, and am stuck at my desk more and more as I progress in this position. Beyond this organization, progress would be moving to a larger museum system with a similar job but overseeing a much larger program and audience.

Why do you like this position? What are the benefits? Are these typical?

I love 90% of my job, and I think most people who love their job would agree with that. Of course there are things that frustrate me, but I am generally very happy here. I have a lot of creative freedom and trust from my Executive Director, and that means the world to me. I’d also consider that one of the best benefits of this position. The pay isn’t great, but I survive. Other benefits include paid time off, medical and personal leave, health insurance, and a retirement package with employer contributions. These things aren’t super common at small or medium sites and I am very lucky that our Board of Directors works to take great care of us. We also have the freedom to excel in our positions and seek professional development opportunities.

Cookie Table and Cocktails 2018
- it's a tough job!

What do you not like about this position? What are some of the drawbacks? Are these typical?

I struggle with the size of the staff and taking on responsibilities that take me away from my priorities or out of my comfort zone. Other drawbacks would be very typical in any field – differing opinions with other staff members, limited budgets, and so on.

Is this a rapidly growing field? Is it possible to predict future needs for workers in this field?

I hope museum education is growing, but I think it needs to evolve to survive. We need to get away from traditional museum experiences and find new ways to reach the public and students. We need to meet them where they are and not where they were 30 years ago.  

"Knowing what I know now, I would do something differently"? What would you do?

Actually no. I always wanted to work in this field, even since I was a young kid. Growing up, I only ever wanted to be a National Park Service Ranger and I was lucky enough to be in that position for many years. Leaving the NPS was very difficult for me, but I have found that I really enjoy the non-profit museum world. I have a lot more freedom but I am still teaching and interpreting local history, working with the public, and living the dream.

What would be the best thing you could suggest to someone if they want to be a Museum Education Curator?

If someone wants to become a leading museum educator or in charge of an education department, I’d suggest learning your field of study but also learning about Education. Take education classes, work with teachers, learn about curriculum standards and school/child psychology, and hone your teaching skills just as much as you’d hone your historian (or other) skills.

Is this a position that you would recommend to others as a line of work to get into?

I’d recommend anyone to follow their dreams. This field is fun and rewarding, but it’s stressful and fast-paced. I know many museum educators who transition out of education and into other museum fields after 10 or so years due to the stressful nature. I am still passionate after more than 13 years in this field but I understand how people can get burnt out. No museum field is easy to get into, but anything is possible.

Would a single person just starting this position be able to make ends meet with the salary? Would a person with a family and two children be able to make ends meet in the middle of the salary range?

My salary is on the low end of normal but I am fortunate enough to live in a region that has a very affordable cost of living. I am not sure if someone in this position could support children without additional income from a spouse or partner. I live relatively well, but there are definitely times when finances are an issue. I don’t think too many people get into the non-profit world to make money; I think we do it for the work and the impact we can have. We all have to be able to live, of course, but the fringe benefits of this position make up for quite a bit.

People in the History Field: Director of Interpretation

What is your name, position, and organization you work for?

Janet Dennis, Director of Interpretation, Living History Farms in Urbandale, Iowa

What does your job entail? What do you do on a daily basis?

Generally, I am responsible for hiring, scheduling, training and evaluating historical interpreters, planning/researching/facilitating the implementation of new interpretive programs and events, and interpreting to the public when extra historic interpreters are needed. I also develop budget proposals to be approved by the museum president and then monitor department expenditures for current budget year.

The Collections Registrar and Period Clothing Specialist also currently report to me. I have input in the selection of traveling exhibitions and sometimes assist our registrar in installation of traveling and in-house exhibitions. I serve on the collections and livestock committees, assisting in taking meeting minutes, setting agendas, and writing/compiling drafts of policy for committee approval.

I am a member of the museum senior management team, which means I serve in the daily Manager on Duty rotation (serving as the daily manager contact for visitor issues, maintenance and other requests, and emergency management), make monthly board reports, help in strategic planning, and assist other departments as needed, such as providing planning input for our education department or working fund-raising events with our development team and occasionally making potential donor visits.

A typical day really depends on the season of the year. I am a front line interpreter on event days in period clothing during the June-August period—maybe two to four days a month. In early spring and late fall, as we handle high volume school touring, I am often on site in period clothing 3 days out of five. In the winter program season, I generally work an evening class or program at least once every two weeks and help cover holiday events and education programs. I also give periodic outreach presentations to local adult groups as part of our interpretive programs.

My office days include working on scheduling, budgeting, research and program development. I attend many staff status meetings with front line interpretive site supervisors,as well as administration meetings. I handle customer service communications with guests requesting information or giving feedback to the museum. Periodically during the year, I plan and lead interpretive training meetings for both paid staff and volunteer interpreters. In late summer and fall, I assist site supervisors with their seasonal staff evaluations and then conduct site supervisor performance evaluations.

Do you think you need a degree to get this job? (if so what kind(s)?)

I think a bachelor’s degree, in something-history, business, communications, science, something-- is needed and a museum studies focus can be very helpful. My history and museum studies degrees have been useful in knowing best practices for my field, building research and writing skills, and gaining a foundation in many aspects of museum work.

How did you get started in this line of work?
 I interned as a historical interpreter at the recommendation of my college adviser during my undergraduate college work. That sparked my interest in working in the public history field rather than in a classroom. Professional mentors helped me find a museum studies program to support my interests. I did several more internships that helped me develop contacts, new skills and experiences.

How did others get their start? Are there other ways in?
I really think you have to be willing to put in the time to gather many experiences and network with others. Many co-workers in the interpretation field started out as volunteers or seasonal staff before realizing this is what they wanted to do full time. Some went off to a museum studies program, but others worked to learn from their peers and find other internships for training. A museum studies degree isn't always necessary, but experience is - and that takes time. Seeking out opportunities to volunteer in different museum areas, working as an intern or part-time staffer in museums is a good way to get resume building and skill building done. Attending professional conferences, even local and regional ones, is also a great way to network. This can be expensive for a student of a new professional but there are often scholarships available. I would encourage people not to discount the field experience found in other lines of work; retail, teaching, marketing, all of these areas teach you to work with the public and how to organize program instructions and communicate clearly.

How do you get a job in your position? (What are the steps?) 
I have worked many different positions in my current museum before becoming a department manager. I have been fortunate to be able to internally apply for next level positions as they opened up. I was an intern, a summer seasonal staffer, then a site lead, then a full-time area supervisor, and then director. This happened over the course of about 12 years. I have now been with my current institution for almost 25 years. Museums definitely hire outside of their own internal staff, but, I feel, they really look for candidates with experience in supervising others, training new staff, developing new program ideas.

How do you progress in this line of work?

I was fortunate enough to be able to gradually move up in one institution by demonstrating I could handle new responsibilities. This was a very lucky thing as I was committed to staying in the same city due to family. But in many museums, internal promotion can take a long time as senior management positions don’t open up quickly. To move through the ranks faster, I think a young staffer needs to be willing to move around to where the jobs are. Before coming to work in the Des Moines area, I worked in several other cities and types of museums, moving to be able to take positions that would build experience for me. I worked at a children’s science museum as a gallery program leader for two years, before coming to Des Moines. Even though my long term plan was to work in history, science was where I found a starting job. I made A LOT of bubbles and did a lot of programs on magnets before I was able to switch to a history museum. In that time, I learned how to work with community partners, how to program for traveling exhibits and curriculum trends and how to engage with small children—I had not really worked with toddlers before. My manager at the science museum was a fantastic teacher and I credit many of my programming skills to her leadership. It was worth the time to work out of my field to learn future skills.

Why do you like this position? What are the benefits? Are these typical?
I like this position because it has so many varied duties. I still am able to work with the public in period clothing, but I also have the research and development aspects of creating new programming. I enjoy training new interpreters and working with many different types of staff, in my own department and across the museum. New ideas and new creative energy come from these relationships. Because my institution is a relatively small staff, departments work with each other. I have an opportunity to support the marketing team, the maintenance team, collections, and education teams. I think this helps break down department silos. In a larger institution, I am not sure this collaboration exists to this degree.

What do you not like about this position? What are some of the drawbacks? Are these typical?  
The challenge of my position is similar to any middle management position. There are always too many work projects that are constantly on deadlines and not enough hours in the day to get them done. Budgets in the museum field are tight and it’s necessary to constantly make tough prioritizing decisions about expenses. I think that is typical everywhere, regardless of museum size and department.

And much of the time, I am working on the logistics of managing current programs—schedules, budgets, staff evaluation, not researching or creating new dynamic history programming. As a manager responsible for staffing, I often get calls on my “days off” to cover for staffers out sick or to address sudden changes in programming resources, etc. I think that both of those challenges are typical. If you manage people, you have to put in the logistical time and deal with personality conflicts. I do still work some evenings, some holidays and many weekends—it’s not a set M-F kind of thing. Most of the time, I actually like that, but for someone else who wants every Sunday off, it might not be their cup of tea. 

Is this a rapidly growing field? Is it possible to predict future needs for workers in this field?
There are many industry studies tracking tourism and museum growth trends. The trends currently talk about the changes in corporate giving and the difficulties historic house museums, especially, have in attracting new visitors. While there are a great many museums nationwide, the funding to support the museum work force is a constant challenge. There will always be a need for curators and museum educators, but most of the positions are not glamorous and certainly most do not have salaries to compare with a for-profit corporation. Someone going into this field needs to realize they have to be in it for their own personal love of the work, not for the "fortune and glory." 

"Knowing what I know now, I would do something differently"? What would you do?
I would break down and take an accounting course. And I would have tried to work in more internships with varied museums or be more active in professional organizations. I'm an introvert (yes, really) and networking conferences are pretty challenging for my personality - but they are really useful.

What would be the best thing you could suggest to someone if they want to be a historic site interpretive program manager?
Be willing to gather field experience and commit to the long haul. It may take time to find a permanent position in your perfect place. Be patient and keep at it. When needed, be willing to work other jobs to support your passion. I held a part-time retail job for several years to supplement my income until I was promoted to full-time at the museum. To me, it was worth balancing the two to continue doing what I loved.

Is this a position that you would recommend to others as a line of work to get into? 
If you like helping people discover connections to the past, if you enjoy being flexible and creative, and feel your satisfaction in seeing the work completed well will outweigh the need for a six figure salary, I would definitely recommend it. I enjoy my work and feel I am giving something back to the community. I am adequately compensated for my efforts based on the cost of living in Des Moines and local industry standards. My co-workers care about what they do and are inspiring to work alongside. On my front line program days, I get to dress up in carefully crafted period dress, feed chickens, and work with wood stoves or other historic machinery and I actually get to see the outside. I get to see people's eyes light up when they really engage with the program or historic resource. Office days can be just as rewarding when I am able to solve program challenges, support new staff, and feel like I am contributing to moving the museum forward.

Thanks for sharing Janet! You can check out Living History Farms at their website here!

People in the History Field: Education Specialist

What is your name, position, and organization you work for?
My name is Amber Kraft and I am an Education Specialist (Education and Public Programs Producer), National Archives and Records Administration (NARA)

What does your job entail? What do you do on a daily basis?
I develop, plan, implement, and evaluate educational and community outreach programs using archival resources for a wide range of school, youth group, family, adult or other audiences. These programs highlight the variety of materials in the holdings of the National Archives and encourage life-long learning. I create programs that will engage our museum audiences in dynamic, relevant, authentic, age-appropriate education activities, programs and products. To do this I develop supportive and collaborative relationships with the education community, both locally, and nationally. I assist with training and determine appropriate intern and volunteer projects. I serve as a mentor and guide for interns and volunteers to observe in action and learn best practices in museum learning for all audiences as well as guide them through the internship projects.

Sleep Over at the National Archives

Some examples of projects I'm currently working on include a series of hands-on adult workshops: in July, we are doing sundials, in August, escape room through an exhibit space, in September, Constitution materials, and in October WWI knitting brigade. I am also preparing for our October sleepover for 8 - 12 year-olds focusing on Native American records. Some ongoing projects include running our learning lab programs for 2nd grade through high school students, a program in our theater looking at game design in the Constitution, our annual educators open house, Constitution Day, Family Day, activities for NASA's 60th birthday, preparing session presentations at WWII Institute and AASLH [American Association of State and Local History] as well as supervising projects for 13 interns this summer and coordinating about 50 public program volunteers. 

What other responsibilities do you have? Things that happen weekly, monthly, yearly, or specially?
Reporting stats, planning and coordinating meetings, ordering supplies, writing funding proposals, whatever odds and ends need to get done to deliver successful, engaging programs.

Do you think you need a degree to get this job?
A bachelors or masters degree is required for most entry level public history positions in the federal government but what it is in specifically isn't as important. The most important thing is to learn how to learn and never stop doing it or stop pushing yourself to do better and learn more.

How did you get started in this line of work?
My first "real" job when I was in high school was working as a tram hostess at Space Center Houston giving tours of the Johnson Space Center. It was a lot of fun working in the museum. In school I was a political science major and thought I wanted to go into politics. After trying several jobs through my internships I found that I wasn't how I wanted to spend my life. When I was growing up my family went on vacations to National Parks and so I thought I would try that. I got a job as a seasonal interpretive park guide at Independence National Historical Park in Philadelphia where I got to talk about the creation of our government, give tours of Independence Hall and other duties perfect for a political science major. After one season I was given the job as a permanent and then a year later I got a  temporary promotion to be an education program developer and create the school and educator programs at [Independence National Historical Park] from the ground up.

Examining documents

How did others get their start? Are there other ways in?
There is not one way to get into interpretation, museum education, and public programs. Be flexible, be persistent and if what you are doing isn't working, try a different tactic. Volunteer, get experience, and really wow people with what you can do!

On the nuts and bolts side, look on USAjobs[.gov]. All federal positions are listed there from the National Park Service, to the Smithsonian, to the National Archives and others. Explore the seasonal, term and permanent positions. If you are a student there are also special hiring authorities for you. Have someone already in the federal government take a look at your resume. A federal resume is very different (a lot longer) from a non-federal one. There are also thousands of private, state, or county parks. museums, and cultural sites out there.

How do you get a job in your position? What are the steps?
Be open to opportunities and say yes when you get one. If you don't know how to do something, volunteer and then figure it out. Look around and see how things can be better, then make the changes that are within you sphere of influence and suggestions for those that are outside.

How do you progress in this line of work?
For me personally I feel that it is time to move on when I have a good grasp on the work and am not learning new things or having new experiences regularly. That is when I get on USAJobs and see what other opportunities are out there.

Escape Room program at National Archives

Why do you like this position? What are the benefits? Are these typical?
I feel that the work and mission is important and that I am adding to the betterment of society. It is work that you get to leave a lasting legacy and impression for the people you have in the programs developed, volunteers, interns and staff that you work with, and in the institutions you are in. You may never know the full impact of the work that you do, but the work is important. I like this position because every day is different. I get to work with and meet lots of great people, use my talents and creativity and have fun!

Puppet show at National Archives

Is this a rapidly growing field? Is it possible to predict future needs for workers in this field?
This is a field that is changing. Museums are looking to future trends, technology and visitor expectations. More and more universities are offering museum studies, museum education, public history and other similar graduate programs making a graduate degree a minimum requirement for many entry level positions. Economy, budget and funding issues are challenges and are competing sources for potential visitor's time. Budgets and staffing are in short supply and people are being asked to do more with less or do different with less. These challenges offer opportunities to continuously rethink and evaluate what we are doing, and why we are doing it. It provides necessity to bring in constituents and have them be a part of the conversation of what is important to them and it helps make sure that we do not become stagnant as institutions.

Do you agree with the phrase: "Knowing what I know now, I would do something differently"? What would you do?
As far as the career choices that I have made I don't think that I would do anything differently. I have learned from every job and supervisor that I have had. Sometimes it has been things to do and sometimes it has been things not to do. I try to do my best everyday and if I am always doing my best, I wouldn't want to do anything else.

What would be the best thing you could suggest to someone if they wanted to be an Education Specialist?
It doesn't matter what job or career you do, but make sure that it is something that you truly love. You spend too much of your life at work for it to be anything but a passion.

Is this a position that you would recommend to others as a line or work to get into?
I love the work that I do and highly recommend it to others as long as they are ready to work hard and have fun doing it!

A lot of people are concerned about what the pay would be for their jobs, what kind of answer would you give to answer that question?
Entry level positions in public history in the government and where I started are around a GS-5.  My current education specialist position is a GS [General Service] - 12 on the federal pay scale.

Thank you, Amber Kraft, for spending the time to answer my questions! If you want to learn more about what the National Archives have to offer, a calendar of events can be found at https://www.archives.gov/calendar

New Series! People in the History Field

Ryan at the beginning of his Public History
career as a Park intern at Harpers Ferry NHP

One of the things that happens in a small community like the Public History field is the networking that inevitably results from working in it. Even as a volunteer, the people who are actually working in the places one volunteers at are links in a chain that go in all sorts of directions. Your career (such as it is) will continue to redirect and change. Those other people you formerly worked with will do the same. Sooner or later the people you knew several jobs ago are doing something different, yet are still following their passion. Maybe they went into museums, or into state parks, or private organizations, or non-profits. Sometimes they make up their own thing, or become part of a national or international entity. Throughout my career, I have had the good fortune of amassing several contacts that have changed since I have known them and gone on different paths than I have. Very few people stay on the same stable trajectory, so I have decided that I should reach out to these individuals and ask if they would be willing to share what they have learned and share a bit of what they do to give a 'real world' description of what it takes to be in that position and what to do to prepare for it. It is important to get a

Ryan in current position. Still working at making it permanent,
but making it work for now.

realistic view of what this field looks like because some college or university professors and career advisers make it seems like getting into the Public History world is easy-peasy and in many cases it is not! Also, it is difficult staying in it since much of this work is low-paying and seasonal. This series will be more like a "So you want my job?" interview blog posts talking with other professionals in this larger field of Public History/Interpretation/Education. It is not to dissuade the interested person, but to give a real view of what it is like and what you can reasonably expect. I will post these as time goes on in addition to regular posts here as the interviews are finished and approved by my editorial staff, so stay tuned for some great posts from great individuals that I have had the privilege to know. It is my hope that the interested history student, or person looking to get into this field has the understanding of what their life might look like if they want to come and join us here.

Site Visit: Fort Larned

I've been to a number of forts over the years, from Fort McHenry in Baltimore to Fort Point in San Francisco. I have even had the opportunity to work at a fort. Each one is different. Fort Larned was the same way. Unique and original. Recently, I had the opportunity to return to Kansas and tour Fort Larned.

The entrance to Fort Larned

I visited on a weekday, as my schedule required me to do so, so it was not peak visitation day nor interpretive programming available, but it was great for taking time to look through the exhibit space. A brochure was really necessary as there were not of flat panel signs that talked about the buildings or about the fort's history. Because I had a toddler in tow, it made it hard to look through the museum portion because he was on the go. Larned is not very traveler friendly. It is not really near any big cities or large highways. However, it is well worth the visit.

The Parade Ground, flag pole,
cannon piece, and officer quarters

Fort Larned was established just before the Civil War and was used to protect traders travelling to Santa Fe. Soldiers stationed at the fort were there to protect and fight Native Americans and conduct peace treaties. The fort was also a home for the 10th Cavalry. This unit was comprised of Black soldiers nicknamed the "Buffalo Soldiers". Fort Larned was also the location of an Indian Agency and a distribution center for US annuities to Native Americans as a result of the peace treaties. With the departure of the Native Americans to reservations, the importance of the fort left with them and the post was soon abandoned in 1878. It was purchased by a private buyer but curious visitors felt the need to leave their names and dates on the sandstone walls as they toured. The fort became a National Park in 1960s and is preserved for new curious visitors daily.

The buildings were spacious. The areas for visitors were plenty and available for large group tours to be all together. The Quartermaster buildings had lots of equipment in the rooms, especially boxes. There was also blockhouse which doubled as a guardhouse and jail. The fort's hospital area was interactive, in that the visitor could sit or even lie upon the hospital cots. In the company barrack room, a Ranger had the barrier down and I could wander among the racks and closely inspect items. The Park had large amounts of Living History clothing on display that the Park staff and volunteers might be able to use for demonstrations and Living History. It gave the rooms a lived in feel and, making them less like show exhibits. In contrast, the officer's quarters were furnished how an officer or his family might live in them for show, though behind a barrier.

The enlisted barracks

We visited the Blacksmith's shop where he explained the process of making a chain link while he made one.

Critical links made on demand

The facilities at Fort Larned are great for large tour groups like school students. The buildings are well maintained and had a great number of rooms furnished for viewing and rooms for interacting. The only drawback is that it is that it was so far off the beaten path that this made it the kind of park that you have to want to get to on purpose, rather than a fun thing that you find along the way. Of course, the Park cannot help that, but if you are even in central Kansas, please go and visit, or visit the website at www.nps.gov/fols.