Update on Friday’s Presentations

In case any of you missed my e-mail message earlier:

As promised, here are my thoughts regarding Friday’s class. As you can see in the syllabus, I’m expecting you to “report-out midway through the class and provide the class with a status report summarizing [your] plan and soliciting feedback from [your] peers.”

Please plan your presentation to be no more than 5 minutes (excluding questions or discussion) and begin by introducing yourself, your theme, and the parks you’re working with. Please also anticipate an audience outside of the classroom, too — and structure your presentations accordingly. I’ll be digitally recording each talk, adapting all of them into a podcast format, and then uploading them to the web and class blog. Your audience will be me, your peers, your park liaisons, and many of the 1500+ folks who access the class blog.

In addition to a quick intro and general update, share with the class your experience connecting your parks to your theme. Please contribute ideas, insights, questions, and knowledge gained from our readings, resources and discussions that help to clarify and advance an understanding of the class project and how your work fits in. Has interaction with the park’s public historians changed your initial thinking on how best to connect? How so? Have you encountered any surprises or revelations thus far? Any stumbling blocks? What readings or resources have you found particularly applicable? I know that there are several of you who have not yet connected with parks, and that’s okay. This should not keep you from fully participating in the assignment. It should go without saying that, as with any presentation, you should be honest but professional in the way you might share criticism.

Also — as a hint — this is an opportunity to road-test your ideas for the final presentation, where you’ll be expected to, in part, “be able to clearly and concisely describe [your] project, being sure to emphasize 1) how it meets NPS goals and fits the thematic framework established in guiding documents, and fills in the gaps of current and past interpretation, and 2) how it will help foster visitor understanding, connection, and stewardship.”

Lastly, the mechanics of your presentation will also factor into your grade, so please keep to the 5-minute time constraint, speak clearly and in an organized fashion, and have a clear beginning, middle, and end. Questions and discussion should be kept to the end, and will not factor into the presentation time allotment.

NOTE: PowerPoint slides, images, props, or other media are neither required nor recommended  for this assignment unless absolutely necessary. I’m more interested in what you have to say than how you illustrate it.

If you have any questions, please let me know.


About Greg Shine

Adjunct faculty in the History Department at Portland State University, where I teach historic site interpretation. Former Chief Ranger & Historian at Fort Vancouver National Historic Site.
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4 Responses to Update on Friday’s Presentations

  1. Dianna Woolsey says:

    Wow, it’s really neat to listen to these, even having just heard them in person. (It’s also amazing to hear how much more I “um” than I think I do.)

    What’s the source of the intro/outro jingle?

  2. Doug K-C says:

    Hey Everybody!

    I really enjoyed all of the presentations! It was great to hear what everybody has been working on – we are creating a truly noteworthy series. The class did a great job, and I am excited to see what makes it past Prof. Shine’s cutting floor. Maybe an “outtakes” version for in class only?

    • melissaswank says:

      “Outtakes” would be better than the real thing…. Just kidding. I agree, I think they helped with class/project cohesiveness.


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