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      "body": ">create a training center for public historians. \n\nA VERY interesting idea. I'd like to hear more about how it would situate in the cultural/educational ecology to make the most of its mission. Affiliated with a university or not? How to deal with geographic challenges (local vs. national). Assuming the starting $$ is not enough to do it right, how could it position itself for additional major support?",
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      "title": "After-Action Review for @phillyhistory Project",
      "body": "As the semester is coming to an end, all of us on the @phillyhistory project are considering what we have and have not accomplished and evaluating our Steemit experiment. Although the experiment will continue once we’ve passed on the funds and account, our time with it is over. \n\n<center>![1620962_10203941709417008_7871888501544261162_n.jpg](https://steemitimages.com/DQmXshVmynYsq2ewoVqViPKhmwNCj7F3Y6YRq8UqMdB2MWk/1620962_10203941709417008_7871888501544261162_n.jpg)</center>*My platoon and I eating during an AAR at Ft. Knox. Photo credit: Probably our instructor, it was a few years ago*\n\nI started my posts for this project with an introduction to myself and my military ways, and I think it’s suitable to end on it too. After every drill or major exercise, we do an after action review (AAR). Leaders of all levels gather together and discuss the event—what went well to what went poorly, all with idea of improving it for next time. It requires tact but also openness—those who planned and ran things need to be willing to listen to constructive criticism from below. At the same time, it can’t just be a whining session: the issues must be fixable and they should come with suggestions. Being familiar with this format, I’ll use it to critique our project so far.\n\n<center>![after-action-review-template-j8g7p1c7.png](https://steemitimages.com/DQmUe4nfWkTph1mWf6DmQmG4A5223VQNMfL45uRXSvKZzd6/after-action-review-template-j8g7p1c7.png)</center>*I thought this slide was hilarious but you probably won’t get it. Let’s just say doctrine is boring and one of a soldier’s most-used phrases is “death by powerpoint.” Photo credit: [aplg-planetariums.org](http://aplg-planetariums.org/after-action-review-template/)*\n\nTypically, AARs deal with sustains and improves. Sustains describe what we should keep doing, while improves describe what should be done better. Each improve should discuss an issue and provide a suggestion. Usually AARs are done with everyone in the same room, then written up as a report to reference for next time. This AAR will be online, however, and you can bring up sustains and improves in the comments. Let’s get to it!\n\n<center>**PHILLY HISTORY PROJECT\nSPRING 2018 AAR**</center>\n\n**Inclusive Training Dates:** JANUARY-APRIL 2018\n\n**Commander’s Intent for Training:** \n* Use Steemit to raise funds for a Philadelphia nonprofit IOT teach students about various aspects of nonprofit management and allow them to experience grantmaking\n\n**Training Conducted, What Really Happened:**\n* Classroom discussions\n* Steemit blog posts and comments\n* Assigned readings\n* ~3000 Steem raised\n* Nonprofits projects identified, organizations reached out to\n\n**Training not Conducted/ Reason:**\n* Nonprofit leaders brought to class to answer questions/none willing to take our Steem \n\n**Sustains:**\n* We made money out of nothing by publishing content. As grad students we’d be writing (probably a blog) for this class anyway, if by using Steemit that writing earned money for a nonprofit, great!\n* We made lots of good history content more available—however, see caveats in improves\n* We became familiar with the process of administering grants. Especially tools like developing criteria and using a matrix to rank projects\n* We worked with another class of non-history students, good interdisciplinary approach\n* We explored many issues with nonprofits and came up with lots of interesting ideas and some dreams\n* We had useful discussions in the comments and engaged (sometimes) the community outside of the academy\n* Support from @sndbox allowed us to get much more out of Steemit than we would have on our own\n\n**Improves:**\n* We needed to offer the money as USD—most institutions are not ready for Steemit yet, at least not on the short timetable we offered them\n* We needed to make the offers much earlier—even the smaller NPOs didn’t have sufficient time to consider and reply to our offer and our questions. We wouldn’t have had enough time to make a decision either\n* The Steemit platform is not widely viewed enough—ideally, we need to reach out to wider community. We should have some way to either direct them to our Steemit posts or post our content in multiple places (linked back to the original at Steemit) to make it more accessible/available\n* A partnership with a museum or NPO from the beginning would have allowed us to use their collections/content for posts, which would strengthen the argument for the usability of Steemit to NPOs\n* We need to bring more whales in and get greater community engagement. Perhaps we could do this by discovering good content by others and commenting, or by better use of tags, or contests like the 1918 contest @phillyhistory held at the beginning\n* There’s nothing we could do about this, other than wait, but once Steem can be incorporated into already established social media and web platforms it will be much more useful\n\n### In the army, I have the authority to require groups to provide three sustains and improves. Since you’re all civilians, however, I’ll politely request them from you in the comments below. It’s been a pleasure talking with you all this semester!\n<br>\n><sup>100% of the SBD rewards from this #explore1918 post will support the Philadelphia History Initiative @phillyhistory. This crypto-experiment conducted by graduate courses at Temple University's [Center for Public History](https://sites.temple.edu/centerforpublichistory/) and MLA Program, is exploring history and empowering education. [Click here](https://steemit.com/introduceyourself/@phillyhistory/announcing-the-first-steem-powered-university-course-mining-the-year-1918-at-temple-university) to learn more.</sup>",
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      "author": "engledd",
      "permlink": "a-public-history-training-center-for-usd1-10-million",
      "title": "A Public History Training Center for $1-10 million",
      "body": "As one of our final posts, the members of the @phillyhistory project are discussing what we would do with $10k, $100k, $1 million, and $10 million to have maximum impact in public history. Having only worked with the ~$7-8k the Steem we collected is worth, I really have no concept of how much $100k-$10 million can do. So, I’ll propose an idea and hope it would fit somewhere in between.\n\n<center>![1024px-German_banknotes_in_1917-1919,_the_town_money.JPG](https://steemitimages.com/DQmPH3tuR3Hf1AUuxGvnXvY7wExFBW8aCE6bJp1xoH8NS3o/1024px-German_banknotes_in_1917-1919%2C_the_town_money.JPG)</center>*Notegeld. Photo credit: [By Takkk - Own work, CC BY-SA 3.0]( https://commons.wikimedia.org/w/index.php?curid=10848794)*\n\nI would use the money to create a training center for public historians. The goal would not be to supplant university programs, but instead to open the field to those who can’t afford college and unpaid internships. Basically, the training center would operate as a contractor, providing temporary staff and services to museums, preservationists, historical societies, universities, etc. Any time they’re putting on new exhibits, need extra researchers, museum educators or interpreters, or any other basic services that would be covered with interns or seasonal/part-time employees they could hire the training center to provide individuals or a team. These people would be employees of the training center.\n\n<center>![money-where-does-it-go.jpg](https://steemitimages.com/DQmfEdN5HZLF95qCYz153oZUyvXu6hQWmxqS1Jt7AUSZmRr/money-where-does-it-go.jpg)</center>*Black hole. Photo credit: [Bryan Brandenburg]( http://bryanmbrandenburg.com/money-where-does-it-go/)*\n\nThe center would recruit from various sources, including high schools. New hires would go through a training program teaching them the basics of public history work and theory, and then they would be mentored in on-the-job training by senior employees. They would be paid a reasonable wage, with options ranging from full-time to flexible part-time. The best and brightest would be able to advance to higher positions in the training center, and offered scholarships to help them pay for their undergraduate and graduate degrees if they agree to stay with the training center for a set period of time afterwards (maybe 3-4 years?) Anyone pursuing a public history degree would be allowed to continue working part-time with the center to support themselves while going through college and keep building years of experience. That way, when they graduate, they can apply for full-time positions, which generally require 3-5 years of experience. The center will also provide support for its college students, including a writing and study space and a library of public history books and publications.\n\n<center>![monopoly.jpg](https://steemitimages.com/DQmRZ3hvtWjZMzoy1VT4RgFGLHw375xuRN9Kkd253SCcb6V/monopoly.jpg)</center>*Monopoly money. Photo credit: [Gameritis blog](http://gameritis.blogspot.com/2014/09/paper-money.html)*\n\nThose who decide not to pursue a degree would still have opportunities for advancement. Whatever public history work they’re doing will require skill—for example, manufacturing  exhibits, preserving buildings, etc., as well as management and teamwork skills. They could be retained as supervisors and mentors for on the job training of new employees, as team leaders, and as increasingly skilled artisans.\n\n<center>![160209-moneygrowth-stock.jpg](https://steemitimages.com/DQmPpTpm56mUeJgvpG12oQbXQTErAxNeViuuCsNv7YCkTo1/160209-moneygrowth-stock.jpg)</center>*Money growing. Photo credit: [Getty Images, on usnews.com]( https://money.usnews.com/investing/slideshows/8-easy-ways-to-make-money)*\n\nOverall, by providing paid, full-time employment to those seeking to become public historians the training center will allow access into the field for many more people, especially those who can’t afford college right out of high school. The overall effect should be to diversify the field and diversify the history told. I do anticipate some problems with this idea however. The uneven nature of contract work might make it difficult for the training center to sustain itself all year, especially since most part-time workers and interns work over the summer, when museums are busiest. It would take very careful financial management to make it work. Of course, the center would have to prove to public history institutions that its employees are the best option the museum has to do whatever work needs doing—and this could be difficult when many of them don’t have degrees. They might be better at doing it than college grads, but many places assume a degree is necessary. Arguing that the center has good, well-trained employees and that contracting them is cheaper and easier than hiring part-time employees or interns will be central to getting contracts. Finally, if the center is successful at getting contracts, it could start to supplant internships and part-time public history work. While this is good from the perspective of eliminating the unpaid and underpaid positions that run rampant in the sector, it does diminish opportunities outside of the training center. There should be multiple paths to public history work. If the center becomes the only path, it could create problems similar to the problems we have now.\n\n### Is this a good approach to widening the public history field? Could it work? Let me know in the comments.\n<br>\n\n><sup>100% of the SBD rewards from this #explore1918 post will support the Philadelphia History Initiative @phillyhistory. This crypto-experiment conducted by graduate courses at Temple University's [Center for Public History](https://sites.temple.edu/centerforpublichistory/) and MLA Program, is exploring history and empowering education. [Click here](https://steemit.com/introduceyourself/@phillyhistory/announcing-the-first-steem-powered-university-course-mining-the-year-1918-at-temple-university) to learn more.</sup>",
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