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Pushing Boundaries: Making the Medieval Relevant through Public History and Engagement On and Off Campus

Chapter of: The Ballad of the Lone Medievalist(pp. 267–279)

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Metadata
TitlePushing Boundaries
SubtitleMaking the Medieval Relevant through Public History and Engagement On and Off Campus
ContributorAmber Handy(author)
DOIhttps://doi.org/10.21983/P3.0205.1.24
Landing pagehttps://punctumbooks.com/titles/the-ballad-of-the-lone-medievalist/
Licensehttps://creativecommons.org/licenses/by-nc-sa/4.0/
CopyrightHandy, Amber
Publisherpunctum books
Published on2018-08-23
Long abstractWhen I arrived on the campus of this small regional public university fresh out of graduate school, I felt like I had won the lottery. Not only had I secured a tenure-track job in a ter-rible market, but I had done so at an institution with small class sizes, a liberal-arts based teaching mission, and a long history of supporting women’s education, which was precisely the type of university at which I had always wanted to teach. I soon discovered that leaving behind a well-supported medi-eval community comprised of a diverse and thriving scholarly body, phenomenal library, and financial support for teaching and research had its challenges. While my new university val-ued my teaching skills, its library resources were far more lim-ited than I had anticipated, and the student body, comprised largely of first-generation college students, did not immediately understand the relevance of medieval history to their course of study or future career goals. Despite the warm welcome I received from my new colleagues, I soon began to wonder if some of them harbored similar questions about the wisdom of using one of their few tenure-track lines on a premodernist. As the lone medievalist in a department of only four histori-ans, and one of only two medievalists on the entire campus, I have found that the best way to ensure that medieval history is taken seriously by my colleagues is by actively seeking ways to professionally engage both with my departmental colleagues outside of the medieval period and as a medievalist across and beyond campus. In my experience, the following six areas have been key in demonstrating how my training in medieval his-tory can be an asset in program and curricular development, undergraduate education in core history skills, student recruit-ment, and public outreach.
Page rangepp. 267–279
Print length13 pages
LanguageEnglish (Original)